A college approach to fractals in middle school

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dc.contributor.committeeChairDwyer, Jerry F.
dc.creatorDuke, Billy J.
dc.date.accessioned2016-11-14T23:13:15Z
dc.date.available2011-02-18T19:28:44Z
dc.date.available2016-11-14T23:13:15Z
dc.date.issued2005-08
dc.description.abstractThe 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.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/2346/10920en_US
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.rights.availabilityUnrestricted.
dc.subjectInterest, level ofen_US
dc.subjectMiddle school mathen_US
dc.subjectComplex numbersen_US
dc.subjectResearchen_US
dc.subjectMathematicsen_US
dc.titleA college approach to fractals in middle school
dc.typeThesis

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