Date of Award
Bachelor of Education Honours
School of Education.
Western Australian College of Advanced Education
This study examined the effects of Algebra Blocks on student understanding for the concepts of binomial expansion and trinomial factorisation. The purpose of the study was to illuminate the use and effectiveness of Algebra' Blocks in the teaching-learning process. Two year nine classes with similar mathematics levels were taught binomial expansions and trinomial factorisations. The experimental class was taught using Algebra Blocks whilst the untreated class acted as the control group. After eight lessons of instruction, both classes were tested on their understanding of both concepts. To provide qualitative data, three randomly chosen students from each class were interviewed on their understanding of both concepts. The experimental results were statistically significant (p<.01) for trinomial factorisations, but there was no statistical significance (p<.05l for the binomial expansion section. The interviews supported the use of Algebra Blocks as their use appeared to provide the students with conceptual imagery. The study supported the implementation of Algebra Blocks into the mathematics classroom as Algebra Blocks were found to be an effective teaching aid.
Roberts, B. S. (1989). The Effects Of Algebra Blocks On Student Achievement In Algebra. Retrieved from http://ro.ecu.edu.au/theses_hons/173