The Resource The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning, author
The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning, author
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The item The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning, author represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of MissouriSt. Louis Libraries.This item is available to borrow from all library branches.
Resource Information
The item The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning, author represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of MissouriSt. Louis Libraries.
This item is available to borrow from all library branches.
 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
 Language
 eng
 Extent
 1 online resource (136 pages)
 Note

 "A dissertation in Curriculum and Instruction and Mathematics."
 Advisor: Rita Barger
 Vita
 Contents

 Introduction
 Course redesign and infusion of educational technology into college algebra
 Measurement of psychosocial factors of learning in the Math Emporium: scale development and assessment
 Impacts of the Math Emporium delivery model on psychosocial factors of learning in college algebra
 Discussion
 Appendix
 Label
 The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning
 Title
 The Mathematics Emporium
 Title remainder
 infusion of instructional technology into college level mathematics and psychosocial factors of learning
 Statement of responsibility
 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
 http://library.link/vocab/creatorDate
 1981
 http://library.link/vocab/creatorName
 Demiroz, Erdem
 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
 Nature of contents

 dictionaries
 bibliography
 theses
 http://library.link/vocab/relatedWorkOrContributorName
 Barger, Rita
 http://library.link/vocab/subjectName

 Mathematics
 Mathematics
 Education, Higher
 Label
 The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning, author
 Note

 "A dissertation in Curriculum and Instruction and Mathematics."
 Advisor: Rita Barger
 Vita
 Antecedent source
 not applicable
 Bibliography note
 Includes bibliographical references (pages 115134)
 Carrier category
 online resource
 Carrier category code

 cr
 Carrier MARC source
 rdacarrier
 Color
 black and white
 Content category
 text
 Content type code

 txt
 Content type MARC source
 rdacontent
 Contents
 Introduction  Course redesign and infusion of educational technology into college algebra  Measurement of psychosocial factors of learning in the Math Emporium: scale development and assessment  Impacts of the Math Emporium delivery model on psychosocial factors of learning in college algebra  Discussion  Appendix
 Control code
 954248191
 Dimensions
 unknown
 Extent
 1 online resource (136 pages)
 File format
 one file format
 Form of item
 online
 Level of compression
 mixed
 Media category
 computer
 Media MARC source
 rdamedia
 Media type code

 c
 Quality assurance targets
 not applicable
 Specific material designation
 remote
 System control number
 (OCoLC)954248191
 System details

 The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
 Mode of access: World Wide Web
 Label
 The Mathematics Emporium : infusion of instructional technology into college level mathematics and psychosocial factors of learning, author
 Note

 "A dissertation in Curriculum and Instruction and Mathematics."
 Advisor: Rita Barger
 Vita
 Antecedent source
 not applicable
 Bibliography note
 Includes bibliographical references (pages 115134)
 Carrier category
 online resource
 Carrier category code

 cr
 Carrier MARC source
 rdacarrier
 Color
 black and white
 Content category
 text
 Content type code

 txt
 Content type MARC source
 rdacontent
 Contents
 Introduction  Course redesign and infusion of educational technology into college algebra  Measurement of psychosocial factors of learning in the Math Emporium: scale development and assessment  Impacts of the Math Emporium delivery model on psychosocial factors of learning in college algebra  Discussion  Appendix
 Control code
 954248191
 Dimensions
 unknown
 Extent
 1 online resource (136 pages)
 File format
 one file format
 Form of item
 online
 Level of compression
 mixed
 Media category
 computer
 Media MARC source
 rdamedia
 Media type code

 c
 Quality assurance targets
 not applicable
 Specific material designation
 remote
 System control number
 (OCoLC)954248191
 System details

 The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
 Mode of access: World Wide Web
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
Genre
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