Attending to the Affective Domain: Mathematics in a Suburban Community College PDF Download
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Author: Jeremy Jason Talaoc
Publisher:
ISBN:
Category : Community college education
Languages : en
Pages : 166
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Book Description
To remain competitive in a global economy, it is imperative that institutions of higher education provide pathways to degree attainment (De Los Santos Jr. & De Los Santos, 2006). Despite this need, traditional approaches to developmental mathematics have become a roadblock to transfer-level mathematics classes and degree attainment. This study explored the impact of a developmental non-STEM course with embedded affective domain interventions (ADIs) on community college students. Using the mathematical resilience framework developed by Kooken et al. (2016), relationships among mathematical anxiety, mathematical resilience, and mathematical performance were investigated. The impact of ADIs on mathematical anxiety and mathematical resilience were also carefully analyzed.These goals were addressed using a mixed-methods study. A total of 134 students from seven sections of Pre-Statistics with embedded ADIs completed the initial pre-survey. Subsequently, 12 students from these classes were selected for a follow-up interview. The pre-survey data revealed statistically significant correlations among mathematical anxiety, mathematical resilience, and mathematical performance. That is, mathematical anxiety had a negative linear association with both mathematical resilience and mathematical performance. In contrast, mathematical resilience and mathematical performance were positively correlated. Additionally, the post-survey data found that there were significant gains in mathematical resilience levels and significant reductions in mathematical anxiety levels. Furthermore, student interviews and faculty observations were used to validate quantitative findings as well as provide a more profound understanding. Limitations of the study are discussed, and recommendations for future research, instructional programs, and policy were explored.
Author: Jeremy Jason Talaoc
Publisher:
ISBN:
Category : Community college education
Languages : en
Pages : 166
Get Book Here
Book Description
To remain competitive in a global economy, it is imperative that institutions of higher education provide pathways to degree attainment (De Los Santos Jr. & De Los Santos, 2006). Despite this need, traditional approaches to developmental mathematics have become a roadblock to transfer-level mathematics classes and degree attainment. This study explored the impact of a developmental non-STEM course with embedded affective domain interventions (ADIs) on community college students. Using the mathematical resilience framework developed by Kooken et al. (2016), relationships among mathematical anxiety, mathematical resilience, and mathematical performance were investigated. The impact of ADIs on mathematical anxiety and mathematical resilience were also carefully analyzed.These goals were addressed using a mixed-methods study. A total of 134 students from seven sections of Pre-Statistics with embedded ADIs completed the initial pre-survey. Subsequently, 12 students from these classes were selected for a follow-up interview. The pre-survey data revealed statistically significant correlations among mathematical anxiety, mathematical resilience, and mathematical performance. That is, mathematical anxiety had a negative linear association with both mathematical resilience and mathematical performance. In contrast, mathematical resilience and mathematical performance were positively correlated. Additionally, the post-survey data found that there were significant gains in mathematical resilience levels and significant reductions in mathematical anxiety levels. Furthermore, student interviews and faculty observations were used to validate quantitative findings as well as provide a more profound understanding. Limitations of the study are discussed, and recommendations for future research, instructional programs, and policy were explored.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 332
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 682
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Author: Xerox University Microfilms
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1202
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Author:
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ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 848
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Author: Susan A. Ambrose
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
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Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 952
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Author: Faye Ong
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 132
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Author:
Publisher:
ISBN:
Category : Compensatory education
Languages : en
Pages : 284
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