A college approach to fractals in middle school

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dc.contributor.committeeChairDwyer, Jerry F.
dc.contributor.committeeMemberWilhelm, Jennifer A.
dc.creatorDuke, Billy J.
dc.date.accessioned2016-11-14T23:11:38Z
dc.date.available2012-06-01T15:20:56Z
dc.date.available2016-11-14T23:11:38Z
dc.date.issued2005-08
dc.degree.departmentStatistics
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/2346/1329
dc.language.isoeng
dc.rights.availabilityUnrestricted.
dc.subjectMathematics
dc.subjectResearch
dc.subjectComplex
dc.subjectMiddle school
dc.subjectInterest
dc.titleA college approach to fractals in middle school
dc.typeThesis

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