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The Effectiveness of Computer-Based Reading Scaffolds on Students' Mathematics Achievements in Algebra Among Low- and High-Achieving Readers

Sat, April 10, 2:30 to 3:30pm EDT (2:30 to 3:30pm EDT), Division C, Division C - Section 3b: Technology-Based Environments Poster Sessions

Abstract

The purpose of this study is to design computer-based reading scaffolds to help students enhance their learning in mathematics and examine their effectiveness on mathematics achievements of students with different reading abilities. We created three conditions: basic condition, reading scaffolded condition (RS), and cognitive-tutor scaffolded (CS) condition with scaffolds for step-by-step problem solving. One hundred and two eighth and ninth grade students participated and were randomly assigned into the three conditions. Two-way ANOVA was conducted. We found that students in the RS condition had significantly improved knowledge gain than those in the other two conditions. Specifically, low-reading level students in the RS condition significantly developed their conceptual knowledge in mathematics compared to those in the other conditions.

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