Comparison of the Effectiveness of a Traditional Intermediate Algebra Course With That of a Less Rigorous Intermediate Algebra Course in Preparing Students for Success in a Subsequent Mathematics Course PDF Download
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Author: Steven C. Sworder
Publisher:
ISBN:
Category :
Languages : en
Pages : 24
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Book Description
An experimental two-track intermediate algebra course was offered at Saddleback College, Mission Viejo, CA, between the Fall, 2002 and Fall, 2005 semesters. One track was modeled after the existing traditional California community college intermediate algebra course and the other track was a less rigorous intermediate algebra course in which the practice and examination exercises were generally less involved than those found in the traditional course. Students who planned to enroll in College Algebra for Brief Calculus (Math 8) or Trigonometry (Math 124) were encouraged to take the traditional intermediate algebra track. Students who planned to enroll in College Algebra (Math 7), Finite Mathematics (Math 9), Introduction to Statistics (Math 10), or Mathematics for Liberal Arts Students (Math 105) were encouraged to take the less rigorous intermediate algebra track. The success of students in their subsequent mathematics class was observed. Students who pursued the less rigorous intermediate algebra track had success rates in College Algebra (Math 7), Finite Mathematics (Math 9), Introduction to Statistics (Math 10), and Mathematics for Liberal Arts Students (Math 105) comparable to students who completed the traditional intermediate algebra class at Saddleback College. Students enrolled in the two-track intermediate algebra course who participated in the more rigorous track had success rates in College Algebra for Brief Calculus (Math 8) and Trigonometry (Math 124) that were comparable to students who completed the traditional intermediate algebra class at Saddleback College. It was recommended that a separate intermediate algebra course be established at Saddleback College that was modeled on the less rigorous track of the two-track experimental intermediate algebra class. Students who planned to subsequently enroll in College Algebra (Math 7), Finite Mathematics (Math 9), Introduction to Statistics (Math 10), or Mathematics for Liberal Arts Students (Math105) should be encouraged to take this less rigorous intermediate algebra course. (Contains 18 tables.).
Author: Steven C. Sworder
Publisher:
ISBN:
Category :
Languages : en
Pages : 24
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Book Description
An experimental two-track intermediate algebra course was offered at Saddleback College, Mission Viejo, CA, between the Fall, 2002 and Fall, 2005 semesters. One track was modeled after the existing traditional California community college intermediate algebra course and the other track was a less rigorous intermediate algebra course in which the practice and examination exercises were generally less involved than those found in the traditional course. Students who planned to enroll in College Algebra for Brief Calculus (Math 8) or Trigonometry (Math 124) were encouraged to take the traditional intermediate algebra track. Students who planned to enroll in College Algebra (Math 7), Finite Mathematics (Math 9), Introduction to Statistics (Math 10), or Mathematics for Liberal Arts Students (Math 105) were encouraged to take the less rigorous intermediate algebra track. The success of students in their subsequent mathematics class was observed. Students who pursued the less rigorous intermediate algebra track had success rates in College Algebra (Math 7), Finite Mathematics (Math 9), Introduction to Statistics (Math 10), and Mathematics for Liberal Arts Students (Math 105) comparable to students who completed the traditional intermediate algebra class at Saddleback College. Students enrolled in the two-track intermediate algebra course who participated in the more rigorous track had success rates in College Algebra for Brief Calculus (Math 8) and Trigonometry (Math 124) that were comparable to students who completed the traditional intermediate algebra class at Saddleback College. It was recommended that a separate intermediate algebra course be established at Saddleback College that was modeled on the less rigorous track of the two-track experimental intermediate algebra class. Students who planned to subsequently enroll in College Algebra (Math 7), Finite Mathematics (Math 9), Introduction to Statistics (Math 10), or Mathematics for Liberal Arts Students (Math105) should be encouraged to take this less rigorous intermediate algebra course. (Contains 18 tables.).
Author: Barbara Means
Publisher: Routledge
ISBN: 1136216588
Category : Education
Languages : en
Pages : 233
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Book Description
At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.
Author: Phyllis Blumberg
Publisher: John Wiley & Sons
ISBN: 1119461170
Category : Education
Languages : en
Pages : 382
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Book Description
Developing Learner-Centered Teaching offers a step-by-step plan for transforming any course from teacher-centered to the more engaging learner-centered model. Filled with self-assessments and worksheets that are based on each of the five practices identified in Maryellen Weimer's Learner-Centered Teaching, this groundbreaking book gives instructors, faculty developers, and instructional designers a practical and effective resource for putting the learner-centered model into action.
Author: Cathy Vatterott
Publisher: ASCD
ISBN: 1416620524
Category : Education
Languages : en
Pages : 143
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Book Description
Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process. After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K–12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learning—and significantly improve both teaching and learning. Cathy Vatterott is an education professor and researcher at the University of Missouri-St. Louis, a former middle school teacher and principal, and a parent of a college graduate. She has learned from her workshops that "grading continues to be the most contentious part . . . conjuring up the most intense emotions and heated disagreements." Vatterott is also the author of the book Rethinking Homework: Best Practices That Support Diverse Needs.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 184
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Book Description
Cincinnati Magazine taps into the DNA of the city, exploring shopping, dining, living, and culture and giving readers a ringside seat on the issues shaping the region.
Author: Alice Kaseberg
Publisher: Thomson Brooks/Cole
ISBN: 9780534386320
Category : Algebra
Languages : en
Pages : 0
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Book Description
Kaseberg presents an effective, nontraditional approach to the traditional algebra curriculum. The first and second editions gained a strong following among instructors who found that Kaseberg's use of guided discovery and problem solving facilitates the learning of new concepts and strengthens skill retention. Kaseberg's informal, interactive style makes algebra more accessible to students while maintaining a high level of mathematical accuracy. To reduce preparation time for course leaders and facilitate use by adjuncts, the Instructor's Resource Manual is a valuable resource. The manual provides structured lesson and group-activity suggestions for each section in the textbook, incorporates materials from the textbook with supplemental projects and activities, suggests core homework assignments, and furnishes guided-discussion questions. This resource serves to bridge the gap between traditional pedagogy and a reform approach.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 64
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Book Description
The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.
Author: Margaret L. Lial
Publisher:
ISBN: 9780321447838
Category : Algebra
Languages : en
Pages : 53
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Book Description
Gives students the necessary tools to succeed in developmental math courses and prepares them for future math courses. This book includes exercises and applications, and Summary Exercises to enhance comprehension and challenge students' knowledge of the subject matter.
Author: Margaret L. Lial
Publisher: HarperCollins Publishers
ISBN: 9780673990594
Category : Mathematics
Languages : en
Pages : 782
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Book Description
Gives students the necessary tools to succeed in developmental math courses and prepares them for future math courses. This book includes exercises and applications, and Summary Exercises to enhance comprehension and challenge students' knowledge of the subject matter.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 116
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Book Description
The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.
