THE IMPACT OF DELTAMATH: A STUDY
EXAMINES THE EFFECTIVENESS OF
ONLINE HOMEWORK VERSUS PAPERBASED HOMEWORK ON ALGEBRA 2
STUDENTS’ TEST GRADES
BY: AMY LEE
New York State Standards Addressed
A2.A.24 Know and apply the technique of completing the square
A2.A.25 Solve quadratic equations, using the quadratic formula
A2.A.2 Use the discriminant to determine the nature of the roots
of a quadratic equation
A2.N.6 Write square roots of negative numbers in terms of i
A2.N.7 Simplify powers of i.
A2.N.8 Determine the conjugate of a complex number
A2.N.9 Perform arithmetic operations on complex numbers and
write the answer in the form a + bi
A2.A.20 Determine the sum and product of the roots of a
quadratic equation by examining its coefficients
A2.A.21 Determine the quadratic equation, given the sum and
product of its roots
A2.A.26 Find the solution to polynomial equations of higher
degree that can be solved using factoring and/or the quadratic
formula
A2.A.3 Solve systems of equations involving one linear equation
and one quadratic equation algebraically
A2.A.4 Solve quadratic inequalities in one and two variables,
algebraically and graphically
Common Core Standards Addressed
N-CN.7 Solve quadratic equations with real coefficients that have
complex solutions.
A-REI.4.b Solve quadratic equations by inspection (e.g., for x2 =
49), taking square roots, completing the square, the quadratic
formula and factoring, as appropriate to the initial form of the
equation. Recognize when the quadratic formula gives complex
solutions and write them as a ± bi for real numbers a and b.
A-REI.7 Solve a simple system consisting of a linear equation and
a quadratic equation in two variables algebraically and
graphically. For example, find the points of intersection between
the line y = -3x and the circle x2 + y2 = 3.
A-CED.1 Create equations and inequalities in one variable and
use them to solve problems. Include equations arising from linear
and quadratic functions, and simple rational and exponential
functions.
F-IF.9 Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or
by verbal descriptions). For example, given a graph of one
quadratic function and an algebraic expression for another, say
which has the larger maximum.
Table 2 Degree of Congruence of State Standards as Compared
to the Common Core State Standards for Mathematics (Schmidt
& Houang, 2012)
Table 3 Contrasting Common Core (CC) and State Standards on
Cognitive Demand (Percentages)
Background:
Student is very cheery and sociable.
Student works hard to try to
understand the concept. It takes a
long time for the student take
understand the concept. Student did
not do so well on the past regent
exams. Student is improving from
65% to 80% this marking period.
Figure 4 Online survey
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
DeltaMath
Paper-Based
Both
Figure 10 Results of Students’ Response to the Online Survey
Table 4 Features of the Flipped Classroom Implementations
Figure 11 This glog demonstrated a group understanding and
application of the distance and midpoint formula