A study of students' learning of solving linear equations and algebraic word problems in a computer environment

Due to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to digital@library.tamu.edu, referencing the URI of the item.Includes bibliographical references.This study was designed to investigate students' learning of solving linear equations and algebraic word problems in a computer environment. Three research questions, aligned with the purpose of the study, were as follows: (a) Do animated graphics facilitate students' understanding of the concepts and procedures involved in solving equations? (b) What are the common errors committed by students when solving linear equations and algebraic word problems? (c) What is the attitude of students towards computer-assisted instruction, and what aspect of CAI do students like most? The computer- based lesson was developed using animated graphics to teach the concepts and procedures involved in solving linear equations. Ten students of average and above-average mathematical abilities attended to the lesson individually under close observation of the investigator. Data were collected through observations while subjects were working on the lesson, written responses to a uniform set of tasks and semi-structured interviews conducted before, during and after the lesson presentation. It was found that animated graphics facilitated students' understanding of concepts and procedures of solving equations when coupled with the use of manipulatives resembling those that were used in the graphic presentation. However. the beneficiary effect seemed to be confined only to those students with above-average mathematical abilities and with good mastery of the necessary prerequisite knowledge, Throughout the study, students committed numerous errors while solving equations. The categories of errors identified were (a) computations with real numbers, (b) combination or parsing errors, (c) transposing errors, and (d) miscopying. Results of the attitude survey indicated a positive attitude towards CAI. Features of CAI that students liked were self-pacing, learner control, lack of subjective judgment, immediate feedback and personalization through the use of their names