id: 06145573
dt: j
an: 2013b.00641
au: Siadat, M. Vali; Peterson, Euguenia; Oseledets, Cyrill; Wang, Ming-Jer;
    Zhang, Guo Quan
ti: The keystone approach: integration of methodology and technology.
so: MathAMATYC Educ. 3, No. 3, 46-57 (2012).
py: 2012
pu: American Mathematical Association of Two-Year Colleges (AMATYC)
la: EN
cc: H15 U55
ut: teaching methods; algebra; standardized tests; mathematics skills;
    influence of technology; technology integration; tests; computer
    assisted instruction; outcomes of education; comparative analysis
ci: 
li: http://www.amatyc.org/publications/mathamatyceducator/May2012/index.html#siadat
ab: Summary: This article is the result of a comprehensive research study
    investigating the impact of computer-learning technology as well as the
    impact of a synergistic teaching approach (keystone method) on
    developmental mathematics classes at the college level. The study
    focused on mathematics skills of elementary and intermediate algebra
    students and measured their performance on departmentally designed
    common midterm and final exams as well as on a national standardized
    test (COMPASS). An analysis of the data for the period of study shows
    that students in experimental classes employing the synergistic
    approach attained higher performance outcomes compared with students
    taught under traditional methods with the use of technology. The higher
    outcomes in the experimental classes were not achieved with the
    attrition of weaker students. Moreover, investigating the impact of
    technology on traditional teaching in elementary algebra classes, the
    study found no significant gains in student learning outcomes in
    classes incorporating technology compared to those that did not use
    technology.
rv: