Remediation in Mathematics
Using Computer Technology at
the Middle School Level
Presented by Anne Cutsinger
August 2005
What have I noticed?
• A significant number of
students arrive unprepared for
7th grade mathematics.
• These students have a difficult
time processing grade level
material.
• Students that are behind at
the beginning of the year just
fall farther and farther back.
Why is remediation important?
• Students that are below
grade level are often
disconnected and have
difficulty following
lessons through.
• Links between prior
knowledge and new
concepts are not
available.
• New information is not in
their “zone of proximal
development”.
Remediation is necessary
• Below grade level students must build up their
basic skills and number sense.
• Remediation in the regular classroom is very
difficult.
• Many students do not receive remediation for
math until they reach the college entry level.
HOT Math
•
•
•
•
Hit your Own Target in Math
Individualized math program once a week
During student’s regular math period
Remediation for students that are below
grade level on pre-test
• Extension / exploration for students that
are at or above grade level
How does HOT Math work?
• Students are pre-tested to determine
areas of deficit.
• Students analyze their own test scores
and develop a personal goal for their math
work.
• In the computer lab they will choose
applets from the HOT Math page.
• We will also work in the classroom when
the lab is unavailable.
Why use computer technology?
• Privacy
• Individualized
instruction
• Independence
• Choice
Student goals and reflection / self
evaluation
• Students will keep
journal / log in a word file
and save it in their math
folder on their desktop.
• We will periodically test
to track growth.
• Students will adjust their
goals as necessary.
How will I evaluate the
effectiveness of the program?
• Much of the evidence I gather will be
anecdotal:
– Student attitude and attentiveness during
HOT Math
– Student attitude and attentiveness during
grade level work
– Student ability to connect remediation to
grade level work
Resources
•
•
•
McDonald, N. (2005). Computer-assisted middle
school mathematics remediation intervention: an
outcome study. Retrieved Jul. 10, 2005, from
http://www.amered.com
http://www.amered.com/docs/buhl_research.pdf
Tall, D. (1993). Diagnosing students’ difficulties in
learning mathematics. International Journal of
Mathematics Education in Science & Technology,
24(2), 202-209.
http://www.warwick.ac.uk/staff/David.Tall/pdfs/dot1993
d-rashidi-ijmest.pdf
D. Tall, public presentation, (5 Jul 2005)
http://www.warwick.ac.uk/staff/David.Tall/pdfs/dot2005
e-crem-child-adult.pdf
Resources continued
• Valdez, G. (2000). Middle school mathematics in miamidade public schools: reform and technology. Oak Brook,
IL: North Central Regional Education Labratory.
http://www.l2l.org/iclt/2000/papers/214a.pdf
• University of Illinois program description page about Uri
Treisman’s model for collaborative groups and social
support in mathematics
http://www.math.uiuc.edu/MeritWorkshop/uriModel.html
• Kasten, M. (1988). Students at risk in mathematics:
implications for elementary schools. ERIC/SMEAC
Mathematics Education Digest No. 2.
http://www.ericdigests.org/pre-9217/risk.htm
Resources continued
• Green , D. (2000). An investigation of indiana high school
remediation programs. Monterey, CA: CTE / McGraw Hill.
http://www.doe.state.in.us/reed/newsr/2000/05May/rem_study.pdf
• An analysis of available data on remediation activities.
(1998). Retrieved Jul. 16, 2005, from Board of Governors
for Higher Education Web site:
http://www.ctdhe.org/info/oldreports/rptRemediation.htm