1. How does learning math in the Sharpening Math Skills Lab compare with learning math in your regular math classes?
2. What do you like best about working in the Sharpening Math Skills Lab? 3. What do you like least about working in the Sharpening Math Skills Lab?
4. Which program do you like working with best in the Sharpening Math Skills Lab and why?
5. Do you feel that the math facts you have learned with FASTTMath have helped you with your work in Larson iSucceed Math and your regular classroom math lessons?
6. Do the reward features of FASTTMath make you work harder to learn your math facts? 7. When you use Larson iSucceed, does listening to the problem help you solve it? 8. About how many times do you listen to a problem while working it?
9. What other features (e.g. online calculator, glossary, problem review, answer feedback) of the Larson iSucceed software do you feel are helpful?
165 APPENDIX F
LSU INSTITUTIONAL REVIEW BOARD (IRB) APPLICATION WITH RESEARCH CONSENT FORMS
170 APPENDIX G
173 APPENDIX H
174 FIGURES 2.1 and 2.2
From: Roxana Moreno [mailto:[email protected]] Sent: Friday, January 04, 2008 10:20 AM
To: stokes, lisa
Subject: Re: Permission to use diagrams
Sure, just indicate something along the lines of "from Moreno ... Printed with permission." Thank you for asking!
--- Original Message ---
From: stokes, lisa To: [email protected]
Sent: Friday, January 04, 2008 8:11 AM Subject: Permission to use diagrams
Dr. Moreno,
I am a doctoral student at Louisiana State University and am writing my dissertation on multimedia mathematics remedial instruction. I am using your six principles of instructional design to evaluate the software used in the research project and would like to include two of your diagrams in my dissertation – Cognitive Theory and Split Attention principle. May I have your permission to do so?
Thank you! Lisa L. Stokes Doctoral Student
Louisiana State University
175
From: Rich Mayer [mailto:[email protected]] Sent: Friday, January 04, 2008 11:01 AM
To: stokes, lisa
Subject: Re: Permission to use diagrams in dissertation
Yes, you have my permission to use any of my materials for research purposes. Best wishes, Dr. Mayer --- Richard E. Mayer Department of Psychology University of California Santa Barbara, CA 93106-9660 805-893-2472 [email protected] ---
On Jan 4, 2008, at 7:11 AM, stokes, lisa wrote: Dr. Mayer,
I am a doctoral student at Louisiana State University and am writing my dissertation on multimedia mathematics remedial instruction. I am using your six principles of instructional design to evaluate the software used in the research project and would like to include two of your diagrams in my dissertation – Cognitive Theory and Split Attention principle. May I have your permission to do so?
Thank you! Lisa L. Stokes Doctoral Student
Louisiana State University
"Think Like A Person of Action - Act Like A Person of Thought"
FIGURES 2.3, 3.1, 3.2, 3.3, 3.4, and 3.5
Verbal permission to use Tom Snyder Production FASTTMath diagrams published in Research Foundation & Evidence of Effectiveness for FASTTMath granted via telephone conversation with James at 1-800-342-0236 on January 4, 2008 at 9:20 AM.
176 FIGURES 3.6, 3.7, 3.8, and 3.9
177 APPENDIX I
178 ---Original Message---
From: Tapia, Martha [mailto:[email protected]] Sent: Sunday, November 04, 2007 9:16 PM
To: stokes, lisa
Subject: RE: Attitude Toward Math Survey Dear Lisa,
You have permission to use the ATMI. Since you will be using the ATMI for your dissertation research there is no charge for using it.
This information will help you score the ATMI.
Scoring Key
The following items are reversed.
For your analysis, use the formula e.g it12 = 6 - it12 to get the correct value.
9. Mathematics is one of my most dreaded subjects.
10. My mind goes blank and I am unable to think clearly when working with mathematics.
11. Studying mathematics makes me feel nervous. 12. Mathematics makes me feel uncomfortable.
13. I am always under a terrible strain in a math class.
14. When I hear the word mathematics, I have a feeling of dislike. 15. It makes me nervous to even think about having to do a mathematics problem.
20. I am always confused in my mathematics class.
21. I feel a sense of insecurity when attempting mathematics. 25. Mathematics is dull and boring.
28. I would like to avoid using mathematics in college.
Subscales
Self-confidence : Items 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22 & 40
Value: Items 1, 2, 4, 5, 6, 7, 8, 35, 36 & 39
Enjoyment: Items 3, 24, 25, 26, 27, 29, 30, 31, 37 & 38 Motivation: Items 23, 28, 32, 33 & 34
179 Martha Tapia
Martha Tapia, Ph.D. Associate Professor
Department of Mathematics and Computer Science Berry College
180 VITA
Lisa Laine Stokes is the daughter of professional educators and life long learners, W. P. “Whit” and Sybil Stokes of Oakdale, Louisiana. She graduated from Oakdale High School in 1977. After attending Louisiana State University at Alexandria and earning a bachelor’s degree from McNeese State University she began teaching for Calcasieu Parish Schools in 1980. A master’s degree from McNeese State University followed in 1981. Teaching and spending time with her sons, John and Will, were the foci of her life during subsequent years. A Master’s Plus Thirty accumulated in 1988 as a result of her ongoing interest in professional improvement.
During her career as a classroom teacher at Maplewood Middle School, Lisa became interested in online collaborative learning which led to a sixteen-year partnership with Global SchoolNet Foundation, first as a volunteer system operator, then as a member of their Board of Directors. Leaving Maplewood in 2001 to facilitate Calcasieu Parish School’s first Carnegie Unit online course for students in seven high schools, Lisa served in that capacity for three years. Upon returning to teaching middle school mathematics at W. W. Lewis and S. P. Arnett Middle Schools, Lisa earned National Board for Professional Teaching Standards Certification in Early Adolescence Mathematics. In 2005 Lisa joined Calcasieu Parish’s Teacher Advancement Program (TAP) as a Math Master Teacher, serving in Ray D. Molo and Forrest K. White Middle Schools.
Lisa and her fiancé, Adam McBride, make their home in Lake Charles, Louisiana. Utilizing her doctoral studies research in helping math-delayed students improve their academic achievement in mathematics by serving as the Sharpening Math Skills project coordinator, Lisa is immersed in doing what she loves – teaching, and learning.