The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning
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The work The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning represents a distinct intellectual or artistic creation found in University of Missouri Libraries. This resource is a combination of several types including: Work, Language Material, Books.
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The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning
Resource Information
The work The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning represents a distinct intellectual or artistic creation found in University of Missouri Libraries. This resource is a combination of several types including: Work, Language Material, Books.
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 The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning
 Title remainder
 infusion of instructional technology into college level mathematics and psychosocial factors of learning
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 author
 Subject

 Education, Higher  Effect of technological innovations on
 Electronic dissertations
 Mathematics  Study and teaching (Higher)
 Dissertation  University of MissouriKansas City  Education
 Mathematics  Study and teaching (Higher)  Effect of technological innovations on
 Dissertation  University of MissouriKansas City  Mathematics
 Language
 eng
 Summary
 This manuscriptbased (European style) dissertation consisted of three different, but conceptually related manuscripts. The series of manuscripts examined psychosocial factors of learning including attitude towards mathematics, motivation to learn mathematics, and satisfaction from the mathematics instruction in both redesigned and traditionally taught college algebra courses at one of the Midwest research universities. This was a quantitative research study that used various statistical methods including exploratory factor analysis, internal replicability analysis, pairedsamples ttests, hierarchical multiple regression analysis, reliability and validity statistics. The first manuscript was an inclusive literature review that focused on course redesign{u2014}mathematics Emporium{u2014}and infusion of instructional and learning technologies into college algebra. The second manuscript focused on developing a new inventory to measure students{u2019} attitudes toward mathematics, motivation to learn mathematics, and satisfaction from the instructional practices specifically in a technologysupported mathematics education context. It focused on the psychometric properties{u2014}validity and reliability{u2014}of the Psychosocial Factors of Learning in Redesigned Introductory College Mathematics (PFLRICM) scale. The third manuscript examined changes in psychosocial factors of learning not only in the redesigned context, but also in the traditionallytaught college algebra settings. Results of comparative analyses revealed that learners{u2019} attitudes toward technologysupported mathematics, and overall attitudes toward mathematics changed negatively in both traditionally taught and redesigned college algebra over the course of the semester. In traditionallytaught college algebra, beliefs about learning mathematics also changed significantly, but changes in learner motivation and satisfaction were not statistically significant. Attitude toward mathematics, extrinsic motivation to learn mathematics, satisfaction from technologysupported mathematics, satisfaction from instructional design and overall satisfaction of learners from college algebra changed significantly in redesigned college algebra settings. Between group comparisons resulted in significant differences on students{u2019} attitudes toward mathematics, and attitudes toward technologysupported mathematics. Learners who enrolled in traditionallytaught college algebra had higher attitudes toward mathematics scores, whereas learners who enrolled in redesigned college algebra had higher attitudes toward technologysupported mathematics
 Cataloging source
 UMK
 Degree
 Ph.D.
 Dissertation note
 (School of Education and Department of Mathematics and Statistics).
 Dissertation year
 2016.
 Granting institution
 University of MissouriKansas City,
 Index
 no index present
 Literary form
 non fiction
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