Title

A Comparative Analysis of the Effects of Reform and Traditional Pedagogy on Content Knowledge and Mathematics Affect in College Algebra Classes

Date of Degree

2006

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program

Education

Advisor

Elizabeth Kreston

Abstract

The purpose of this research is to determine whether students who are taught College Algebra by means of reform pedagogy learn more mathematics content than students who are taught by means of traditional pedagogy.

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