A college approach to fractals in middle school

Abstract

The algebra and geometry of complex numbers were presented to eighth and ninth grade mathematics classes. The purpose of the presentations was to determine if this college level mathematics would have an influence on the algebra and geometry skills of the K-12 students. Pre and post surveys were employed. Results showed an increase in both student mathematics skills and student interest in the ninth grade class. In the eighth grade class there was not a significant improvement. It may be conjectured that ninth grade students benefit from this kind of intervention, but that the average eighth grade student does not have the mathematical skills required to handle the college level material.