dc.contributor.author	Rodgers, Beverly H	en_US
dc.coverage.spatial	Atlanta, GA	en_US
dc.coverage.temporal	2002-2004	en_US
dc.date.accessioned	2009-09-11T14:37:14Z	en_US
dc.date.accessioned	2009-09-30T15:58:17Z	en_US
dc.date.accessioned	2011-03-02T17:29:18Z
dc.date.available	2009-09-11T14:37:14Z	en_US
dc.date.available	2009-09-30T15:58:17Z	en_US
dc.date.available	2011-03-02T17:29:18Z
dc.date.issued	2004-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/66	en_US
dc.description.abstract	The purpose of the research was to determine if preparing math resource web pages would have an impact on male and female elementary students' attitudes toward mathematics, interests in mathematics and technology, and their motivation to learn math. The two week study, consisting of six 45- minute technology sessions, was taught to two classes of fifth- grade math students. Thirty-eight students participated in the activity. The data collected for this qualitative study included a survey of technology and math attitudes, observations, participant journal entries, follow-up interviews of two groups of students, and follow- up questionnaires for all participants. High levels of student interest were evident in the care taken to select worthy math resources and the time used to make numerous revisions to alter the visual appeal of the web page. Student selected math resource websites were critiqued according to specific guidelines appropriate for content, feedback, pictures, sound, working links, and complimentary color combinations. Findings suggested that student motivation, interest, and attitude were increased. Learners of all ability levels were actively engaged in math through technology. Many students reported learning with the computer was more interesting, easier to focus, and self-paced. The needs of students were met through math resources that matched their interest and needs without criticism from peers. Students were intrinsically motivated and verified personal pride and a sense of accomplishment in their web page creation. With the computer as the tool to publish the web page and the Internet as a resource for math content, the components of the project were inseparable.	en_US
dc.language.iso	en_US	en_US
dc.subject	Mathematics	en_US
dc.subject	Technology	en_US
dc.subject	Student motivation	en_US
dc.title	Technology Lifts the Barriers: Meeting the Challenges of Attitudes and Motivation in Mathematics through Web Page Construction:	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Schmertzing, Lorraine C.	en_US
dc.description.committee	Zahner, Jane	en_US
dc.description.committee	Mozzetta, Danielle	en_US
dc.description.degree	Ed. S.	en_US
dc.description.major	Instructional Technology	en_US