Mark Kleinman

Publication Date


Document Type



Master of Education (MEd)

MA Concentration

Educational Technology, Innovative Learning


achievement, education, laptops, lost time, mathematics, teaching, technology use


Cassandra Helen Hawley-Davis, Pamela A. Redmond, Jim O'Connor


Available time is inadequate to teach middle school math students to be able to work independently on math problems. Although educators implemented Common Core Standards, greater math achievement remains an elusive target. A review of previous research revealed that using technology in teaching math can improve learning and increase scores. This quasi-experimental study using mixed methods investigated how the use of technology can extend math instruction, more fully engage students in learning math, and allow math students to work independently. The researcher implemented a treatment consisting of student-controlled technology in accelerated math classes. Specifically, advanced math students in this study used laptops to access the electronic math textbook and learn at their own pace, as in the flipped classroom model. Data analysis revealed the treatment group had a statistically significant increase in math scores that represented a measurably higher percentage rise than the control group. However, qualitative data showed division among students pertaining to the acceptance of technology use, including concerns over the reliability of technology in learning math. More research is required using a larger, more diverse population. Future research should also include repeat measures to validate results.

Kleinman, Mark Poster.pdf (836 kB)