Date Approved


Embargo Period


Document Type


Degree Name

M.A. in Mathematics Education


Science, Technology, Engineering, Arts and Math Education


College of Education

First Advisor

Sooy, John


Inequalities (Mathematics)--Study and teaching (Secondary); Mathematics--Study and teaching (Secondary); Polynomials--Study and teaching (Secondary)


Science and Mathematics Education


The purpose of this study was to determine whether significant differences existed in the learning of inequalities and polynomials by using the traditional Algebra I book as opposed to Applied Mathematics units.

The population used for this study was comprised of students from two college prep Algebra I classes at Collingswood High School, Collingswood, New Jersey. The experimental group was taught inequalities and polynomials using the Applied Mathematics units and the control group was taught these subjects using the traditional Algebra 1 book. At the beginning of the study, the mean of each group's first marking period grades was used as a pretest to show that the ability level in both groups was comparable. After completing instruction on inequalities, the two groups were given a common posttest. An independent t-test was administered, which determined that there was no significant difference between the two groups. After completing instruction on polynomials, both groups were given a posttest on polynomials. An independent t-test was used, which determined that there was no significant difference between the groups. The researcher then made a comparison between the males and the females in the experimental group. Their combined inequalities and polynomials scores were used and an independent t-test showed that there was no significant difference.

The conclusion from this study indicated that neither method of teaching inequalities and polynomials in Algebra 1 classes resulted in a significant advantage over the other.