Understanding Minority Students' Mathematics Learning Gains in Computer- Assisted Instruction

The concern for competency in mathematics has led mathematics educators to attempt to clarify the processes underlying the acquisition of various mathematical skills. The consensus which has emerged from these efforts underscores the saliency of four sets of factors: (1) subject variables or the characteristics of the learner; (2) task variables, i.e., the mathematics content problems themselves; (3) process variables, i.e., the cognitive mechanisms students use to solve mathematical problems; and (4) instructional or environmental factors. 1 Of these sets of variables, the greatest attention has focused on instructional or environmental factors. Within the past twenty years, there have been attempts to juxtapose more novel techniques to the conventional strategies for teaching mathematics. In the forefront of these are computer-based educational programs. More and more minority school districts are opting for this type of instructional strategy in their attempts to improve achievement in basic skills. Early evaluations of the effectiveness of computerbased educational programs have been overwhelmingly positive. However, the nature of the published research has been limited by their minimal attempts to integrate previous findings on mathematics

Computer-Assisted Instruction · Mathematics education · Pedagogy · Cognitive and developmental aspects of mathematical skills · Computer Science · Mathematics Education and Teaching Techniques · Psychology · School Choice and Performance