Teaching Remedial Mathematics to College Students PDF Download
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Author: Mary Ann Quackenbush
Publisher:
ISBN:
Category :
Languages : en
Pages : 404
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Book Description
Author: Mary Ann Quackenbush
Publisher:
ISBN:
Category :
Languages : en
Pages : 404
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Book Description
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: Kathleen K. Shepherd
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 190
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Book Description
An estimated 41% of the more than 11 million students who attend a community college need remediation, with remedial mathematics the most common course students need. The literature pertaining to best practices for student success in remedial mathematics abounds, yet, there is little evidence of the factors that influence instructor use of these best practices in the classroom. This study evaluated results of a 29-item survey of American Mathematical Association of Two Year Colleges' members on the influence of instructor demographics, faculty development, institutional policies and procedures, and student support services on instructor use of best practices in teaching remedial mathematics. Developmental Theory served as the study's theoretical framework, while the Seven Principles for Good Practice in Undergraduate Education and the Input-Environment-Output Model served as conceptual frameworks. Analysis revealed nine significant predictors of overall use of best practices, four of which were influenced by instructor demographics, three by institutional policies and procedures, and two by professional development. This study may inform policymakers and administrators alike as they scrutinize the delivery of remedial mathematics courses.
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: Carol Ann Tomlinson
Publisher: ASCD
ISBN: 141660376X
Category : Education
Languages : en
Pages : 209
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Book Description
Teachers struggle every day to bring quality instruction to their students. Beset by lists of content standards and accompanying "high-stakes" accountability tests, many educators sense that both teaching and learning have been redirected in ways that are potentially impoverishing for those who teach and those who learn. Educators need a model that acknowledges the centrality of standards but also ensures that students truly understand content and can apply it in meaningful ways. For many educators, Understanding by Design addresses that need. Simultaneously, teachers find it increasingly difficult to ignore the diversity of the learners who populate their classrooms. Few teachers find their work effective or satisfying when they simply "serve up" a curriculum—even an elegant one—to students with no regard for their varied learning needs. For many educators, Differentiated Instruction offers a framework for addressing learner variance as a critical component of instructional planning. In this book the two models converge, providing readers fresh perspectives on two of the greatest contemporary challenges for educators: crafting powerful curriculum in a standards-dominated era and ensuring academic success for the full spectrum of learners. Each model strengthens the other. Understanding by Design is predominantly a curriculum design model that focuses on what we teach. Differentiated Instruction focuses on whom we teach, where we teach, and how we teach. Carol Ann Tomlinson and Jay McTighe show you how to use the principles of backward design and differentiation together to craft lesson plans that will teach essential knowledge and skills for the full spectrum of learners. Connecting content and kids in meaningful ways is what teachers strive to do every day. In tandem, UbD and DI help educators meet that goal by providing structures, tools, and guidance for developing curriculum and instruction that bring to students the best of what we know about effective teaching and learning.
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: Jeanette Rose Lukeman
Publisher:
ISBN:
Category : Curriculum enrichment
Languages : en
Pages : 154
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Book Description
Author: Joyce A. Eckart
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 272
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Book Description
Author: Calvin Elijah King
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 352
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Book Description
Author: Randall E. Groth
Publisher: SAGE Publications
ISBN: 1452256020
Category : Education
Languages : en
Pages : 513
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Book Description
Teaching Mathematics in Grades 6 - 12 by Randall E. Groth explores how research in mathematics education can inform teaching practice in grades 6-12. The author shows preservice mathematics teachers the value of being a "researcher—constantly experimenting with methods for developing students' mathematical thinking—and connecting this research to practices that enhance students' understanding of the material. Ultimately, preservice teachers will gain a deeper understanding of the types of mathematical knowledge students bring to school, and how students' thinking may develop in response to different teaching strategies.
