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dc.contributor.advisorClark, Lawrenceen_US
dc.contributor.authorBell, Allisonen_US
dc.date.accessioned2012-02-17T06:31:40Z
dc.date.available2012-02-17T06:31:40Z
dc.date.issued2011en_US
dc.identifier.urihttp://hdl.handle.net/1903/12193
dc.description.abstractThis study looks at what aspects of a computer-based course are key to success and building understanding in mathematics. Three students enrolled in the Independent Study section of Developmental Mathematics at the University are interviewed, and several other students observed and surveyed throughout a semester in the course. Their responses are analyzed in terms of their perceptions of learning and understanding mathematics; confidence, motivation, and interest in mathematics; and self-regulation and one's ability to keep up with the online mathematics course. Each of the three interviewee's interviews are analyzed individually in a case-study format and discussed individually based on patterns seen. These interviews are used to address how these online courses are set up, how students proceed in such courses, and what makes students successful in such courses.en_US
dc.titleThe Nature of Self-Regulation, Scaffolding, and Feedback in a Computer-Based Developmental Mathematics Classroomen_US
dc.typeThesisen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.subject.pqcontrolledMathematics educationen_US


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