Instruction in College-Level Remedial Mathematics PDF Download
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Author: Murray Cox
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659119965
Category : Mathematics
Languages : en
Pages : 172
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Book Description
Approximately 60% of all college students enter remediation and 67% of these never finish. This amounts to 2 in 5 of ALL University students dropping out due to lack of Quantitative Literacy (QL). Mathematical remediation is an issue that all modern post-secondary institutions deal with; it is not isolated to any one institution, or even to most pre-1980 universities. Numerous studies point to minimal student participation in SEM (Science, Engineering, and Mathematics) areas. Instead, students are pursuing the softer degrees with the belief that a diploma itself is an entry ticket to the job market. However, lack of interest in mathematics results in lower levels of college preparedness and hence lower levels of college success. The lack of QL plays a specific role in academic success and a general role in career and life success. High school students completing Algebra II are twice as likely to graduate from college and the most employable graduates are typically SEM in nature. Providing students with success starts with a pedagogy that motivates students and promotes perseverance.
Author: Murray Cox
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659119965
Category : Mathematics
Languages : en
Pages : 172
Get Book Here
Book Description
Approximately 60% of all college students enter remediation and 67% of these never finish. This amounts to 2 in 5 of ALL University students dropping out due to lack of Quantitative Literacy (QL). Mathematical remediation is an issue that all modern post-secondary institutions deal with; it is not isolated to any one institution, or even to most pre-1980 universities. Numerous studies point to minimal student participation in SEM (Science, Engineering, and Mathematics) areas. Instead, students are pursuing the softer degrees with the belief that a diploma itself is an entry ticket to the job market. However, lack of interest in mathematics results in lower levels of college preparedness and hence lower levels of college success. The lack of QL plays a specific role in academic success and a general role in career and life success. High school students completing Algebra II are twice as likely to graduate from college and the most employable graduates are typically SEM in nature. Providing students with success starts with a pedagogy that motivates students and promotes perseverance.
Author: Jeanette Rose Lukeman
Publisher:
ISBN:
Category : Curriculum enrichment
Languages : en
Pages : 154
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Book Description
Author: Bakary Sagna
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Students' mean scores difference on the post-test were higher in 62.5% of the sections than on the pre-test. The evaluation of achievement on both tests, the responses to the questionnaire and comments from students showed that SI leader's characteristics associated to effective communication/active learning, teaching skills, and personal traits could be contributor to score achievements. The linear regression in the study shows that the three factors did not significantly predict the post-test score. However, the pre-test did significantly predict the post-test score in a remedial Math 20 at the end of the semester (Beta = .47, t (197) = 6.56, p
Author: Teresa Perez
Publisher:
ISBN:
Category :
Languages : en
Pages : 186
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Book Description
A significant number of high school graduates who apply for higher education are not prepared for a college-level mathematics course. At the start of their college careers, students who are not sufficiently prepared to complete entry-level courses are often encouraged or required to take remedial courses (U.S. Department of Education, 2013). College and universities are trying alternative instructional approaches to improve the teaching of remedial mathematics with the goal of increasing the number of students who have the skills and knowledge required for college-level math course. With the recent growth of the internet, new methods of delivering instruction are now possible thanks to the use of computers, so student will have choices of when, where and how they learn math. The purpose of this study is to compare academic performance of freshmen students attending California State University, Sacramento, (CSUS) who are enrolled in Elementary Algebra with Geometry remedial courses using traditional instructions and web based format (ALEKS). Students' performance based on their gender and ethnicity will be explored as well. This study is based on freshmen enrolled in two Elementary Algebra with Geometry classes, during the fall 2012, 2013, and 2014 semesters. A total of 458 students were enrolled in both classes, 31% were males and 69% were females. In term of students' ethnicity 25% were Asian, 11% African American, 32% Hispanic and 21% Whites. The classes were offered in two different format; traditional instructions and web-based online format. All the students completed the course and took the Intermediate Algebra Diagnostic (IAD) exam. Data was collected by two departments at California State University, Sacramento; The Math Learning Skill and Mathematics and Statistics Department. The three exam scores analyzed in the study were provided by the Learning Skill Assistant Professor and Math Coordinator. The Intermediate Algebra Diagnostic exam scores were provided by the Math Lab Coordinator. The results of this study showed that students in the ALEKS classes outperformed traditional lecture students in the Elementary Algebra with Geometry exam scores. In the Intermediate Algebra Diagnostic test students in traditional lecture outperformed ALEKS students. In terms of the Elementary Algebra with Geometry exam results, the study found that there is a significant gender difference in all semesters and in both classes, with females scoring higher than males. Additionally, females enrolled in ALEKS classes scored higher than females in lecture classes. In the IAD results the study showed that females also outperformed males in both classes. The results revealed that there was not a significant difference between the average test scores based on students' ethnicity. All ethnic groups except African Americans had similar scores in both classes. African American students enrolled in lecture class scored higher than other ALEKS students. In terms of the IAD test, African American scored lower in both classes than Asian, Hispanic and Whites. Regarding class type the traditional lecture sections obtained the high passing rates. Based on the literature review and the results of this research the writer concluded ALEKS has a better impact on students learning. However the difference in lecture courses were slightly lower. More research need to be done to find out which teaching method has better impact on math remediation.
Author: Daryao Khatri
Publisher: R&L Education
ISBN: 1610483685
Category : Education
Languages : en
Pages : 298
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Book Description
Algebra is the language that must be mastered for any course that uses math because it is the gateway for entry into any science, technology, engineering, and mathematics (STEM) discipline. This book fosters mastery of critical math and algebraic concepts and skills essential to all of the STEM disciplines and some of the social sciences. This book is written by practitioners whose primary teaching subject is not math but who use math extensively in their courses in STEM disciplines, social science statistics, and their own research. Moreover, in the writing of this book, the authors have used the teaching principles of anchoring, overlearning, pruning the course to its essentials, and using simple and familiar language in word problems.
Author: Mary Ann Quackenbush
Publisher:
ISBN:
Category :
Languages : en
Pages : 404
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Book Description
Author: Charles Colven White
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 314
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Computer-based instruction and remedial mathematics: A study of student retention at a Florida community college.
Author: Murray William Cox
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The findings in this study reveal quality teaching is of paramount importance in educating the remedial college student. Students from both methods, with instruction being performed with high fidelity, demonstrated statistically significant improvement over the semester. Moreover, the findings in this study further reveal that remedial students with strong reasons to succeed (combined with the quality teaching method) find success in the developmental mathematics classroom regardless of assessment method. In fact, though students tend to score higher on short-answer questions than extended-answer questions, the amount of improvement after a semester of quality teaching is nearly equal in question types under both instructional methods.
Author: Jo Boaler
Publisher: HarperCollins
ISBN: 0062851772
Category : Psychology
Languages : en
Pages : 247
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Book Description
“Boaler is one of those rare and remarkable educators who not only know the secret of great teaching but also know how to give that gift to others.” — CAROL DWECK, author of Mindset “Jo Boaler is one of the most creative and innovative educators today. Limitless Mind marries cutting-edge brain science with her experience in the classroom, not only proving that each of us has limitless potential but offering strategies for how we can achieve it.” — LAURENE POWELL JOBS “A courageous freethinker with fresh ideas on learning.” — BOOKLIST In this revolutionary book, a professor of education at Stanford University and acclaimed math educator who has spent decades studying the impact of beliefs and bias on education, reveals the six keys to unlocking learning potential, based on the latest scientific findings. From the moment we enter school as children, we are made to feel as if our brains are fixed entities, capable of learning certain things and not others, influenced exclusively by genetics. This notion follows us into adulthood, where we tend to simply accept these established beliefs about our skillsets (i.e. that we don’t have “a math brain” or that we aren’t “the creative type”). These damaging—and as new science has revealed, false—assumptions have influenced all of us at some time, affecting our confidence and willingness to try new things and limiting our choices, and, ultimately, our futures. Stanford University professor, bestselling author, and acclaimed educator Jo Boaler has spent decades studying the impact of beliefs and bias on education. In Limitless Mind, she explodes these myths and reveals the six keys to unlocking our boundless learning potential. Her research proves that those who achieve at the highest levels do not do so because of a genetic inclination toward any one skill but because of the keys that she reveals in the book. Our brains are not “fixed,” but entirely capable of change, growth, adaptability, and rewiring. Want to be fluent in mathematics? Learn a foreign language? Play the guitar? Write a book? The truth is not only that anyone at any age can learn anything, but the act of learning itself fundamentally changes who we are, and as Boaler argues so elegantly in the pages of this book, what we go on to achieve.
