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The impact of technology-enhanced curriculum on learning advanced algebra in US high school classrooms

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Abstract

We report on two large studies conducted in advanced algebra classrooms in the US, which evaluated the effect of replacing traditional algebra 2 curriculum with an integrated suite of dynamic interactive software, wireless networks and technology-enhanced curriculum on student learning. The first study was a cluster randomized trial and the second was a quasi-experimental replication study using a subset of the original treatment teachers. Both studies demonstrated significant impact on student learning of core algebra concepts including both procedural and conceptual problems. Various variables were modeled to understand the impact of such an intervention including demographic factors and class level. We found that being in an honors class significantly predicts learning gains but being in a non-honors SimCalc class significantly predicts learning gains versus all other groups. We also found significant effects of treatment on difference scores for problems which demanded simple procedural approaches and those that demanded complex conceptual understanding.

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Acknowledgments

This work is based upon work supported by the Institute of Education Sciences at the US Department of Education under Grant R305B070430. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Institute of Education Sciences. Special thanks to Larry Gallagher, SRI International, CA, for his advice and input on previous versions of the manuscript.

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Authors and Affiliations

  1. Southern Connecticut State University, New Haven, CT, USA

    Stephen J. Hegedus

  2. Kaput Center for Research and Innovation in STEM Education, University of Massachusetts Dartmouth, 200 Mill Rd., Suite 150B, Fairhaven, MA, 02719, USA

    Sara Dalton

  3. University of Hartford, Hartford, CT, USA

    John R. Tapper

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  1. Stephen J. Hegedus
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Correspondence to Stephen J. Hegedus.

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Hegedus, S.J., Dalton, S. & Tapper, J.R. The impact of technology-enhanced curriculum on learning advanced algebra in US high school classrooms. Education Tech Research Dev 63, 203–228 (2015). https://doi.org/10.1007/s11423-015-9371-z

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