There is an inherent contradiction in a system of education in which a significant number of those who are to be taught, do not learn. The schools in the United States have contributed to a generations long pattern of non-achievement which contributes to many of society's ills. The author contends that many of these underachieving students have more ability than they are able to demonstrate easily. An experiment was conducted that empowered remedial mathematics students to pursue some mathematical problems in depth by removing the dual obstacles of poor computational skills and the lack of confidence that their computations produce correct answers.

This study attempted to shed some light on effectiveness of computer-based mathematics instruction by using meta-analysis to integrate findings from varied studies. Seventy-two studies were collected from published studies, ERIC documents, and dissertations. Effectiveness was measured in terms of math achievement, problem-solving skills, and attitudes toward mathematics/instruction and computers. Overall results indicated that CAI/computer programming had a moderate positive effect on achievement, a slight positive effect on problem-solving skills and attitudes toward mathematics/instruction, and a great positive effect on attitudes toward computers for elementary and secondary students. Specific effects found were: (1) junior high students had higher average effect size in achievement than elementary and senior high students; (2) simulation/gaming CAI had higher effect size in achievement for higher grade students; (3) CAI was most effective for low-ability students' mathematics achievement; (4) students from average and high-income families had higher average effect sizes than students from low-income families; (5) male students learned more with computers than female students in terms of achievement; (6) CAI programs developed by experimenters or teachers had higher average effect size than programs which were commercially developed; (7) computers located in laboratories or in classrooms were equally effective in enhancing student achievement; (8) CAI was effective in improving achievement for both normal students and special students, such as remedial and learning-disadvantaged students; (9) CAI in algebra/arithmetic studying had higher average effect sizes than in geometry; (10) published studies yielded the largest effect size in achievement, and dissertations had the largest effect size in problem-solving skills; (11) Logo programming was more effective in enhancing problem-solving skills than BASIC; and (12) attitudes of male and low-ability students were most positive toward mathematics/instruction. In light of above positive findings of this meta-analysis, educators/teachers may be able to make sound decisions about implementation of CAI/computer programming in mathematics instruction.

This session will engage participants in an activity to explore pancake engineering that connects to middle school math, science, and ELA content. Assessment and the CER framework will be discussed. Bring your own fork and coffee and join us!

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Students learned science through a variety of exploratory activities, resulting in greater interest in science and better performance on high-stakes tests.

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