ABSTRACT

“Impact of Learning Math in a Concurrent Model” by Ashlyn Dieckmann is a study that looks at the impact of the students learning a math unit concurrently. In this case, teaching concurrently means teaching virtual and in-seat students at the same time. Out of a class of twenty, eleven students participated in the overall study. The virtual students were not given the assessments. The unit taught was from the curriculum Math Expressions and based on manipulating data and using comparison bars. “Impact of Learning Math in a Concurrent Model” was tested on the basis of the students' pre-assessment scores and post-assessment scores. The pre-assessment and post-assessment included five identical questions that were ordered differently for the post-test. Pre-assessments scores showed what the students knew before starting the unit and what they needed to work on. Most students had the prior knowledge to complete the problems, but they were unable to complete them using the wanted method. The post-assessment scores showed the overall unit's instructional impact, what the students have learned, and where we need to go from there. As the result of the post-test and other implications, it was decided to expand the unit another week.