Participant perceptions of a collaborative satellite‐based mathematics course

Qualitative research methodology was used to explore the perceptions of students and classroom teachers participating in an interactive collaborative satellite‐based mathematics course in twenty‐one high schools. A pre‐ and posttest measure of college mathematics placement was used to compare students in the satellite‐based course to those in a traditional precalculus course. Results showed that a collaborative satellite distance learning format is effective for mathematics instruction when it provides classroom teachers with resources they would not typically have access to and when it is used with underachieving students. Results also indicated that the medium can be an effective way to implement nationally recommended curriculum and instruction standards in mathematics. Factors accounting for these results are discussed.