The effects of interactive mathematics software in a community college remedial class

This study investigated the effects of a computer software package "Interactive Mathematics" in a community college remedial mathematics setting. Four classes participated in this study. Each class had a different instructor other than the investigator. The investigator selected the topics and developed the instructional materials for the study, including weekly laboratory activities.;The study took place in a community college, which is part of the City University of New York, in the fall of 2003. The classrooms settings for the experimental group are computer laboratories (equipped with white boards and overhead projectors), each with thirty-two computers equipped with multimedia software. The laboratories are designed such that each student had enough space to take notes and comfortably complete work in their notebooks. All instructors taking part in this study have received several hours of training and orientation. Follow-up sessions continued as necessary to keep faculty abreast of new developments.;A set of pre- and posttests on signed numbers, graphing, exponents, and factoring were administered to the students. The means for post-tests were significantly higher than the means for pre-tests. Students' post-test scores improved considerably. Further analysis of the results showed that the gain was significant. Student Attitude Questionnaires were also administered. The results indicated a definite positive change in attitude towards the use of computer technology in the mathematics classroom. Student response to the questionnaire showed that the majority felt that the courseware was stimulating throughout the semester and that they were more motivated in the mediated learning course than they would have been in a traditional course. The instructors also reported that the software program provided an excellent learning experience. Their replies also suggested that the mediated mode of teaching empowered the students. This approach appeared to make students feel confident and to let students know that their instructors valued their opinion.