dc.contributor.author	Souter, Melissa	en_US
dc.coverage.spatial	Southwest, Georgia	en_US
dc.coverage.temporal	1999-2001	en_US
dc.date.accessioned	2009-09-30T19:46:38Z	en_US
dc.date.accessioned	2011-03-02T17:28:56Z
dc.date.available	2009-09-30T19:46:38Z	en_US
dc.date.available	2011-03-02T17:28:56Z
dc.date.issued	2001-12	en_US
dc.identifier.uri	http://hdl.handle.net/10428/326	en_US
dc.description.abstract	The purpose of this action research study was to compare the effects of technology-enhanced algebra instruction and traditional algebra instruction in terms of student academic achievement, student motivation, and student attitude towards algebra. In doing this comparison, I also hoped to gain an understanding of how technology was being used by teachers and students in algebra instruction. In my study, I concentrated on comparing two methods of instruction-- technologyenhanced algebra instruction and traditional algebra instruction-- in three areas: student achievement, student motivation, and student attitude. The study included four teachers and 92 ninth-grade students in five algebra classes. Students in technology-enhanced classes had higher achievement scores, were more motivated, and had a more positive attitude than those in traditional algebra classrooms. Based on these results, I reached conclusions which were presented to stakeholders at my school, and I recommended that schools should increase the use of technology and the amount of technology integration into secondary algebra classrooms.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Technology	en_US
dc.subject	Algebra	en_US
dc.subject	Motivation	en_US
dc.subject	Achievement	en_US
dc.subject	Attitude	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.subject.lcsh	Computer-assisted instruction	en_US
dc.title	Integrating Technology into the Mathematics Classroom	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Leader, Lars F.	en_US
dc.description.committee	Zahner, Jane	en_US
dc.description.committee	Brovey, Andrew J.	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US