This study ... compare[s] the effectiveness of the application of a technological system for teaching mathematics to the method of instruction presently used in the school system's mathematics program (hereafter referred to a traditional) for selected sixth grade students achieving in stanine 2, 3 and 4 according to the mathematics section of the California Test of Basic Skills.

This researcher conducted a study to compare two methods of teaching for community college students who engaged in a technical mathematics course taught through the use of Web-based instruction and in the traditional classroom setting. This research indicates that there is no significant difference in achievement when comparing the two teaching methods. The study noted that Web-based learning and technology is an excellent tool and should be considered where possible to supplement the traditional classroom learning experience or to use to accommodate those students with schedules that may not allow them to attend traditional classes during a specific time for a specified duration.

First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

"Assessment and LEarning in Knowledge Spaces (ALEKS), a technology-based mathematics curriculum, was piloted in the 2012-2013 school year at a Minnesota rural public middle school. The goal was to find an equivalent or more effective mathematics teaching method than traditional direct instruction. The purpose of this quantitative study was to compare the effectiveness of online instruction through ALEKS and traditional classroom direct instruction. Middle school mathematics student achievement was based on the Minnesota Comprehensive Assessment (MCA - III) and district-developed summative grade level concept test during the 2012-2013 school year. The findings show grades six and eight student achievement was significantly different, in favor of direct instruction, when comparing instruction methods on the district-developed concept tests. Grade seven student achievement was significantly different, in favor of direct instruction, when comparing instruction methods on the official spring 2013 MCA-III. When controlling for demographics, grade seven student achievement was significantly different, in favor of direct instruction, due to special education status. This research is valuable to mathematics teachers, curriculum directors, and principals evaluating the advances in mathematics instruction due to technology and the evolving future of education."--leaf iii.