Advanced Mathematics Course-Taking: A Focus on Gender Equifinality
ERIC Educational Resources Information Center
You, Sukkyung; Sharkey, Jill D.
2012-01-01
High school mathematics achievement predicts future success. Potentially different factors that lead to success for boys versus girls, termed equifinality, are not well understood. Such factors are needed to inform interventions to increase numbers of students taking advanced mathematics courses and going on into science and mathematics careers.…
Who Succeeds in Advanced Mathematics and Science Courses?
ERIC Educational Resources Information Center
Korpershoek, Hanke; Kuyper, Hans; van der Werf, Greetje; Bosker, Roel
2011-01-01
Few students (particularly few girls) currently choose to take their Final School Examination (FSE) in advanced mathematics, chemistry and physics, a combination of subjects that is the best preparation for a science-oriented study in higher education. Are these subjects attainable by more students than is currently the case? This study examined…
ERIC Educational Resources Information Center
Ercikan, Kadriye; McCreith, Tanya; Lapointe, Vanessa
2005-01-01
This article reports results of an exploratory study examining factors that might be associated with achievement in mathematics and participation in advanced mathematics courses in Canada, Norway, and the United States of America (USA). These factors, which were not directly related to schooling accounted for large degrees of variability, 24% to…
ERIC Educational Resources Information Center
Ma, Xin
2006-01-01
Using data from the Longitudinal Study of American Youth, this analysis tested whether changes during middle and high school in mathematics-related cognitive and affective factors influence participation in the most advanced mathematics course work, with control over confounding factors associated with student background. No significant…
ERIC Educational Resources Information Center
Anderson, Rick
2006-01-01
The focus of this paper is a group of rural high school students and the factors that contributed to their participation in mathematics classes beyond those minimally required for high school graduation. The author follows Gutierrez (2002) in referring to participation as course taking, particularly in elective and advanced mathematics classes.…
A National Dilemma: African American Students Underrepresented in Advanced Mathematics Courses
ERIC Educational Resources Information Center
Johnson, Clarence; Kritsonis, William Allan
2006-01-01
A lack of access to educational opportunities has been a reality for African American students. As a result, America's schools are facing a national dilemma. African American students are significantly underrepresented in advanced mathematics courses. One of the most segregated places in American society is the mathematics classroom. African…
ERIC Educational Resources Information Center
Grinstead, Mary L.
2013-01-01
This study explores the relationship between specific advanced mathematics courses and college readiness (as determined by ACT score). The ACT organization has found a consistent relationship between taking a minimum core number of mathematics courses and higher ACT scores (mathematics and composite) (ACT, Inc., 2012c). However, the extent to…
ERIC Educational Resources Information Center
Montiel, Mariana; Bhatti, Uzma
2010-01-01
This article presents an overview of some issues that were confronted when delivering an online second Linear Algebra course (assuming a previous Introductory Linear Algebra course) to graduate students enrolled in a Secondary Mathematics Education program. The focus is on performance in one particular aspect of the course: "change of basis" and…
Students in Rural Schools Have Limited Access to Advanced Mathematics Courses. Issue Brief No. 7
ERIC Educational Resources Information Center
Graham, Suzanne E.
2009-01-01
This Carsey brief reveals that students in rural areas and small towns have less access to higher-level mathematics courses than students in urban settings, which results in serious educational consequences, including lower scores on assessment tests and fewer qualified students entering science, technology, engineering, and mathematics (STEM) job…
ERIC Educational Resources Information Center
Woof, K. R.
1975-01-01
Describes an experimental type of science course which involves theoretical and practical approaches to scientific topics by using mathematics to develop and explain scientific problems and theory. Gives an example of such a course applied to the teaching of physical anthropology. (MLH)
A Course in Multicultural Mathematics
ERIC Educational Resources Information Center
Hall, Rachel W.
2007-01-01
The course described in this article, "Multicultural Mathematics," aims to strengthen and expand students' understanding of fundamental mathematics--number systems, arithmetic, geometry, elementary number theory, and mathematical reasoning--through study of the mathematics of world cultures. In addition, the course is designed to explore the…
Analyzing the Teaching of Advanced Mathematics Courses via the Enacted Example Space
ERIC Educational Resources Information Center
Fukawa-Connelly, Timothy Patrick; Newton, Charlene
2014-01-01
Examples are believed to be very important in developing conceptual understanding of mathematical ideas, useful both in mathematics research and instruction (Bills & Watson in "Educational Studies in Mathematics" 69:77-79, 2008; Mason & Watson, 2008; Bills & Tall, 1998; Tall & Vinner, 1981). In this study, we draw on the…
Clickers and Classroom Voting in a Transition to Advanced Mathematics Course
ERIC Educational Resources Information Center
Lockard, Shannon R.; Metcalf, Rebecca C.
2015-01-01
Clickers and classroom voting are used across a number of disciplines in a variety of institutions. There are several papers that describe the use of clickers in mathematics classrooms such as precalculus, calculus, statistics, and even differential equations. This paper describes a method of incorporating clickers and classroom voting in a…
Mathematics in Literature and Cinema: An Interdisciplinary Course
ERIC Educational Resources Information Center
Chabrán, H. Rafael; Kozek, Mark
2016-01-01
We describe our team-taught, interdisciplinary course "Numb3rs in Lett3rs & Fi1ms: Mathematics in Literature and Cinema," which explores mathematics in the context of modern literature and cinema. Our goal with this course is to advance collaborations between mathematics and the written/theatre-based creative arts.
The Link between Middle School Mathematics Course Placement and Achievement
ERIC Educational Resources Information Center
Domina, Thurston
2014-01-01
The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of…
ERIC Educational Resources Information Center
Rowlett, Joel Everett
2013-01-01
This case study examined the beliefs of African American males on the psychosocial and pedagogical factors contributing to the underrepresentation of African American males in advanced high school math courses. Six 11th grade African American male juniors from a large, comprehensive, Southeastern high school served as individual cases. Within- and…
A Capstone Mathematics Course for Prospective Secondary Mathematics Teachers
ERIC Educational Resources Information Center
Artzt, Alice F.; Sultan, Alan; Curcio, Frances R.; Gurl, Theresa
2012-01-01
This article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. It describes how college juniors in a secondary mathematics teacher preparation program engage in leadership experiences that enable them to learn mathematics for teaching while developing student-centered…
Readiness, Behavior, and Foundational Mathematics Course Success
ERIC Educational Resources Information Center
Li, Kevin; Zelenka, Richard; Buonaguidi, Larry; Beckman, Robert; Casillas, Alex; Crouse, Jill; Allen, Jeff; Hanson, Mary Ann; Acton, Tara; Robbins, Steve
2013-01-01
This study examines the effects of math readiness and student course behavior (e.g., attendance, participation, homework completion) on knowledge gain and course success using two samples of students enrolled in foundational skills (noncredit-bearing) mathematics courses. As hypothesized, entering student mathematics readiness and course behavior…
Student Produced Advanced Mathematical Software.
ERIC Educational Resources Information Center
Hogben, Leslie
The intent of this project was to develop a course for mathematics graduate students at Iowa State University. They would design and write computer programs for use by undergraduate mathematics students, and then offer the course and actually produce the software. Phase plane graphics for ordinary differential equations was selected as the topic.…
Situated Mathematics Teaching within Electrical Engineering Courses
ERIC Educational Resources Information Center
Hennig, Markus; Mertsching, Bärbel; Hilkenmeier, Frederic
2015-01-01
The initial phase of undergraduate engineering degree programmes often comprises courses requiring mathematical expertise which in some cases clearly exceeds school mathematics, but will be imparted only later in mathematics courses. In this article, an approach addressing this challenge by way of example within a "fundamentals of electrical…
Student Success in Developmental Mathematics Courses
ERIC Educational Resources Information Center
Zientek, Linda Reichwein; Yetkiner Ozel, Z. Ebrar; Fong, Carlton J.; Griffin, Mel
2013-01-01
Mathematics is a particular stumbling block for community college students in developmental course work. The present study empirically investigated student-level and teacher-level factors that influence the success of community college students enrolled in developmental mathematics courses. Specifically, numerous variables in one statistical model…
Unified Modern Mathematics, Course 2, Part 1.
ERIC Educational Resources Information Center
Secondary School Mathematics Curriculum Improvement Study, New York, NY.
This is Part 1 of the second course in a series which focuses on building fundamental mathematical structures. Topics considered in this book include: an introduction to mathematical logic and mathematical proof, a continuation of the study of groups, an introduction to axiomatic affine geometry, fields, the real number system, and coordinate…
Situated mathematics teaching within electrical engineering courses
NASA Astrophysics Data System (ADS)
Hennig, Markus; Mertsching, Bärbel; Hilkenmeier, Frederic
2015-11-01
The initial phase of undergraduate engineering degree programmes often comprises courses requiring mathematical expertise which in some cases clearly exceeds school mathematics, but will be imparted only later in mathematics courses. In this article, an approach addressing this challenge by way of example within a fundamentals of electrical engineering course is presented. The concept focuses on gaining specific mathematical knowledge and competencies in the technical context of this course. For this purpose, a complementary blended learning scenario centring around a web-based learning platform and involving an adaptation of the course was developed. The concept particularly considers the heterogeneity of today's student groups and is discussed with regard to related approaches, didactical considerations, and technical implementation. For the interventions, the results of a questionnaire-based evaluation proving students' acceptance and positive influence on examination performance are presented.
Graded Course of Study, Mathematics (K-12).
ERIC Educational Resources Information Center
Euclid City Schools, OH.
This course of study specifies skills and concepts in mathematics that are to be taught in the various grades of the Euclid (Ohio) City School System. It is based on the philosophy that the purpose of the mathematics program of the Euclid City Schools is to provide students with the kinds of skills they will need to become productive members of…
Course of Study for Consumer Mathematics.
ERIC Educational Resources Information Center
Montgomery County Public Schools, Rockville, MD.
Eleven units comprise this Consumer Mathematics course for secondary school students: Consumer Decision Making; Personal Transportation; Insurance; Credit; Banking; Investments; Income Taxes; Food, Clothing, Furniture, Appliances; Housing; Budgeting; and Travel. The introduction to the teaching guide for Consumer Mathematics includes a rationale…
Unified Modern Mathematics, Course 1, Part 1.
ERIC Educational Resources Information Center
Secondary School Mathematics Curriculum Improvement Study, New York, NY.
This is Part 1 of the first course in a series which focuses on building fundamental mathematical structures. The arithmetic studied in elementary school along with modular arithmetic is examined and set notation and mappings of sets are presented. Mathematical group structures are introduced. Points and numbers are related both on a line and in a…
NINTH YEAR MATHEMATICS. COURSE I, ALGEBRA.
ERIC Educational Resources Information Center
New York State Education Dept., Albany.
THIS GUIDE OUTLINES THE MINIMUM MATERIAL FOR WHICH STUDENTS OF NINTH YEAR MATHEMATICS - COURSE 1 - ALGEBRA WERE HELD RESPONSIBLE ON THE REGENTS EXAMINATIONS BEGINNING IN JUNE, 1966. THE REPORT ALSO PRESENTS THE SCOPE AND CONTENT OF THE ALGEBRA COURSE AND POSSIBLE SUGGESTIONS FOR TEACHING THE MATERIAL TO STUDENTS. (RP)
Mentoring At-Risk Students in a Remedial Mathematics Course
ERIC Educational Resources Information Center
Khazanov, Leonid
2011-01-01
A peer mentoring program has been implemented to support a group of at-risk students enrolled in two sections of an elementary algebra course at an urban community college. Peer mentors were recruited from advanced mathematics classes and trained to provide individualized tutoring and mentoring support to at-risk students. The results show that…
Sharing the Treats of Mathematics in a Senior Capstone Course
ERIC Educational Resources Information Center
Shifflet, Daniel R.
2013-01-01
In this paper we discuss why a senior capstone course is the perfect setting to reward graduating seniors with some of the more fun and interesting aspects of advanced mathematics. We provide a beginner's list of topics to consider as well as a method of implementing these tidbits outside of the classroom if time is an issue.
Basic Mathematics Machine Calculator Course.
ERIC Educational Resources Information Center
Windsor Public Schools, CT.
This series of four text-workbooks was designed for tenth grade mathematics students who have exhibited lack of problem-solving skills. Electric desk calculators are to be used with the text. In the first five chapters of the series, students learn how to use the machine while reviewing basic operations with whole numbers, decimals, fractions, and…
Teacher Leaders: Advancing Mathematics Learning
ERIC Educational Resources Information Center
Kinzer, Cathy J.; Rincón, Mari; Ward, Jana; Rincón, Ricardo; Gomez, Lesli
2014-01-01
Four elementary school instructors offer insights into their classrooms, their unique professional roles, and their leadership approaches as they reflect on their journey to advance teacher and student mathematics learning. They note a "teacher leader" serves as an example to other educators and strives to impact student learning;…
Advanced Placement Course Description. Statistics.
ERIC Educational Resources Information Center
College Entrance Examination Board, New York, NY.
The Advanced Placement (AP) program is a cooperative educational effort of secondary schools, colleges, and the College Board that consists of 30 college-level courses and examinations in 17 academic disciplines for highly motivated students in secondary schools. AP courses are offered in more than 11,000 high schools and are recognized by nearly…
A Problem-Oriented Mathematical Optimization Course
ERIC Educational Resources Information Center
Wenger, Robert B.; Rhyner, Charles R.
1977-01-01
This article describes a one-semester junior and senior level course in applied mathematical optimization for undergraduates which provides the opportunity to test models by doing numerical experiments and to learn to use computer subroutines for solving optimization problems. (MN)
Mathematical Language and Advanced Mathematics Learning
ERIC Educational Resources Information Center
Ferrari, Pier Luigi
2004-01-01
This paper is concerned with the role of language in mathematics learning at college level. Its main aim is to provide a perspective on mathematical language appropriate to effectively interpret students' linguistic behaviors in mathematics and to suggest new teaching ideas. Examples are given to show that the explanation of students' behaviors…
ERIC Educational Resources Information Center
Hammond, Bruce G.
2009-01-01
A quiet revolution is picking up steam in the nation's private secondary schools, with broad implications for college admissions and for teaching and learning on both sides of the transition from high school to college. About 50 of the nation's leading college-preparatory schools have opted out of the College Board's Advanced Placement (AP)…
Elementary Statistics I--Mathematics 274 Course Syllabus, Fall 2001.
ERIC Educational Resources Information Center
Clark, Deborah L.
This document features the syllabus for a course in Elementary Statistics/Mathematics at Southern University in Baton Rouge, LA. The course textbook, a course description, readings, goals, and course requirements are presented. Basic descriptive analysis and mathematical concepts commonly used in statistics are emphasized in the course. Topics…
Cognitive Correlates of Performance in Advanced Mathematics
ERIC Educational Resources Information Center
Wei, Wei; Yuan, Hongbo; Chen, Chuansheng; Zhou, Xinlin
2012-01-01
Background: Much research has been devoted to understanding cognitive correlates of elementary mathematics performance, but little such research has been done for advanced mathematics (e.g., modern algebra, statistics, and mathematical logic).Aims: To promote mathematical knowledge among college students, it is necessary to understand what factors…
Are Prerequisite Courses Necessary for Success in Advanced Courses?
ERIC Educational Resources Information Center
Kauffman, Colleen E.; Gilman, David A.
The effect of enrollment in prerequisite courses on success in advanced courses was examined in a study of a sample of students who completed a business cooperative experiences program between 1994-1995 and 2001-2002. Of the 163 students in the sample, 80 completed the prerequisite courses (Technology Lab I and II) before the advanced course, and…
All Students Need Advanced Mathematics. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…
ERIC Educational Resources Information Center
McLure, Gail T.; Boatwright, Micheal; McClanahan, Randy; McLure, John W.
The purpose of this study was to examine patterns with regard to six advanced high school mathematics courses 12th-grade students who took the American College Testing (ACT) assessment had taken between 1987 and 1997. Differences in performance on the ACT mathematics test were studied with respect to mathematics courses taken, gender,…
Integrating First-Year Technology and Finite Mathematics Courses
ERIC Educational Resources Information Center
Shafii-Mousavi, Morteza; Kochanowski, Paul
2006-01-01
This paper describes an interdisciplinary project-based mathematics course linked to a computer technology course. The linkage encourages an appreciation of mathematics and technology as students see an immediate use for these skills in completing actual real-world projects. Linking mathematics and technology integrates subjects taught in…
Flipped Classrooms for Advanced Science Courses
ERIC Educational Resources Information Center
Tomory, Annette; Watson, Sunnie Lee
2015-01-01
This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will…
Students' Conceptions of Mathematics Bridging Courses
ERIC Educational Resources Information Center
Gordon, Sue; Nicholas, Jackie
2013-01-01
In this study we investigate the conceptions of mathematics bridging courses held by students enrolled in these courses at a major Australian university. We report on the participants' responses to email-interview questions about the mathematics bridging courses to describe a two-dimensional outcome space of variations in awareness about the…
Designing a Mathematics Course for Chemistry and Geology Students
ERIC Educational Resources Information Center
Witten, Gareth Q.
2005-01-01
Many mathematics departments usually teach a variety of courses for students from different science departments and even from different faculties. These "service" courses are usually taught in the same way as the courses for mathematics major students. However, in science, because of the need to better analyse and interpret experimental data and…
Mathematical Proof as Formal Procept in Advanced Mathematical Thinking
ERIC Educational Resources Information Center
Chin, Erh-Tsung
2003-01-01
In this paper the notion of "procept" (in the sense of Gray & Tall, 1994) is extended to advanced mathematics by considering mathematical proof as "formal procept". The statement of a theorem as a symbol may theoretically evoke the proof deduction as a process that may contain sequential procedures and require the synthesis of distinct cognitive…
Context Problems in Realistic Mathematics Education: A Calculus Course as an Example.
ERIC Educational Resources Information Center
Gravemeijer, Koeno; Doorman, Michiel
1999-01-01
Discusses the role of context problems as they are used in the Dutch approach known as realistic mathematics education (RME). Uses an RME design for a calculus course to illustrate that theory based on the design heuristic using context problems and modeling, which was developed for primary school mathematics, also fits advanced topics such as…
Analysis of Student Beliefs in a Tertiary Preparatory Mathematics Course
ERIC Educational Resources Information Center
Carmichael, C.; Taylor, J. A.
2005-01-01
Every year approximately 800 students enrol in the tertiary preparatory course TPP7181 at the University of Southern Queensland. Successful completion of this course will allow students to enrol in either further preparatory level mathematics courses or undergraduate study. For many of the students enrolled in this course, the study of mathematics…
The Effectiveness of Blended Instruction in Core Postsecondary Mathematics Courses
ERIC Educational Resources Information Center
Bargagliotti, Anna; Botelho, Fernanda; Gleason, Jim; Haddock, John; Windsor, Alistair
2012-01-01
Most students in U.S. universities are required to take a collection of core courses regardless of their degree or major. These courses are known as "general education" courses. The general education requirements typically include at least one mathematics course. Unfortunately each year hundreds of thousands of students in the US do not succeed in…
ERIC Educational Resources Information Center
Plaisance, DesLey Viator
2007-01-01
The purpose of this study was to identify factors that reduce mathematics anxiety in preservice elementary teachers enrolled in mathematics content courses. Students enrolled in ten sections of four different, required mathematics content courses in one specific semester were chosen as the population for this study. Approximately 180 students were…
High School Mathematics Course-Taking by Gender and Ethnicity.
ERIC Educational Resources Information Center
Davenport, Ernest C., Jr.; Davison, Mark L.; Kuang, Haijiang; Ding, Shuai; Kim, Se-Kang; Kwak, Nohoon
1998-01-01
Data from the 1990 National Assessment of Educational Progress were used to study the number of Carnegie units earned by students in mathematics. Overall, gender and ethnic differences in total mathematics courses were small but ethnic differences relative to the type of course were large. Gender differences are discussed in light of college…
Some Mathematical Elements in a First-Year Seminar Course
ERIC Educational Resources Information Center
Pinter, Mike
2007-01-01
A first-year seminar general education course provides a good opportunity to search for mathematical topics associated with the popular culture represented in the course's required films and readings. We discuss mathematical connections to several books, including "Life of Pi" and "The Curious Incident of the Dog in the Night-Time," and to the…
Success of Online Mathematics Courses at the Community College Level
ERIC Educational Resources Information Center
Lee, Lisa S.
2011-01-01
Low success rates in online mathematics courses at the community college level have raised concerns. The purpose of this study was to investigate the factors that contribute to student success in online mathematics courses at community colleges. The non-experimental quantitative design began with descriptive statistics to explore the quantitative…
Teaching Writing and Communication in a Mathematical Modeling Course
ERIC Educational Resources Information Center
Linhart, Jean Marie
2014-01-01
Writing and communication are essential skills for success in the workplace or in graduate school, yet writing and communication are often the last thing that instructors think about incorporating into a mathematics course. A mathematical modeling course provides a natural environment for writing assignments. This article is an analysis of the…
Gestures and Insight in Advanced Mathematical Thinking
ERIC Educational Resources Information Center
Yoon, Caroline; Thomas, Michael O. J.; Dreyfus, Tommy
2011-01-01
What role do gestures play in advanced mathematical thinking? We argue that the role of gestures goes beyond merely communicating thought and supporting understanding--in some cases, gestures can help generate new mathematical insights. Gestures feature prominently in a case study of two participants working on a sequence of calculus activities.…
Advanced Mathematics from an Elementary Standpoint.
ERIC Educational Resources Information Center
Mosquera, Julio C.
1992-01-01
Presents four areas of advanced mathematical research (fuzzy set theory, subjective probability, search theory, and Voronoi diagrams) that are proposed for introduction into teacher education programs from an elementary, survey perspective without the intention of accomplishing formal mathematical research, thereby challenging teachers' beliefs…
Introductory Life Science Mathematics and Quantitative Neuroscience Courses
Olifer, Andrei
2010-01-01
We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an upper-division course in computational neuroscience. We provide a description of each course, detailed syllabi, examples of content, and a brief discussion of the main issues encountered in developing and offering the courses. PMID:20810971
Curriculum Guide for Baccalaureate Oriented Courses in Mathematics.
ERIC Educational Resources Information Center
Darnes, G. Robert, Ed.
A mathematics curriculum guide is presented for the purpose of offering statewide guidelines to colleges for determining the content of those courses which might be considered standard courses in the first two years of the college curriculum. Courses covered include: intermediate algebra, college algebra, trigonometry, analytic geometry,…
Three-Year Sequence for High School Mathematics, Course III.
ERIC Educational Resources Information Center
New York State Education Dept., Albany. Bureau of Curriculum Development.
This publication is designed to aid schools in planning a course of study for students in Course III Mathematics in New York State schools. This guide continues the developmental program begun in Course I. It is intended to serve as the Regents syllabus for the third year of the academic sequence for a New York State Regents diploma. This document…
Why Do Students Drop Advanced Mathematics?
ERIC Educational Resources Information Center
Horn, Ilana
2004-01-01
Students, especially black, Latino and Native American youth and students of low socio-economic status drop out of advanced mathematics. Teachers must coordinate their expectations, their knowledge of students and their teaching practices in order to stop struggling students from dropping out of advanced math classes.
A Case Study on Mathematics Anxiety for Mathematics of Finance Course
ERIC Educational Resources Information Center
Abidin, Rabiatul Alawiyah Zainal; Alwi, Fatimah; Jaafar, Noor Faiza M.
2010-01-01
The DIIA (Diploma in Investment Analysis) students from the FBM (Faculty of Business Management) were required to undertake several MOF (Mathematic of Finance) courses. The passing rates for all of the MOF courses were good except for one course. There are many factors for this low passing rate phenomenon for this particular MOF course. One of the…
Advanced Placement Courses and American Indian Performance
ERIC Educational Resources Information Center
Moore, George; Slate, John R.
2010-01-01
Enrollment in Advanced Placement (AP) courses and performance on Advanced Placement examinations for American Indians in the U.S. for 2007 was analyzed. Scores on AP examinations, overall and then for five AP courses, were compared to the AP examination scores of White students. In every case, American Indians had AP examination scores that were…
NTTC Course 315: Advanced Water Examination.
ERIC Educational Resources Information Center
Department of the Navy, Washington, DC.
This publication is the examination booklet used for a home study course in water treatment. This course is the advanced part of a series produced by the Department of the Navy. This publication is designed to be used in conjunction with a course textbook. Each of the four examinations contained in this document are referenced to a specific…
Math 3310--Technical Mathematics I. Course Outline.
ERIC Educational Resources Information Center
New York Inst. of Tech., Old Westbury.
This document contains the course syllabus and 12 independent practice modules for a college pre-calculus designed as the first course in a two-semester sequence for students in a Bachelor of Technology program. The course emphasizes engineering technology applications and verbal problems. Topics include a review of elementary algebra; factoring…
The Influence of Applied STEM Coursetaking on Advanced Mathematics and Science Coursetaking
ERIC Educational Resources Information Center
Gottfried, Michael A.
2015-01-01
Advanced mathematics and science course taking is critical in building the foundation for students to advance through the STEM pathway-from high school to college to career. To invigorate students' persistence in STEM fields, high schools have been introducing applied STEM courses into the curriculum as a way to reinforce concepts learned in…
ERIC Educational Resources Information Center
Koestler, Courtney
2010-01-01
In this dissertation, I present my attempts at designing an elementary mathematics methods course to support prospective teachers in developing an understanding of how to teach all students in learning powerful mathematics. To do this, I introduced them to teaching mathematics for equity and social justice by discussing ways to support students'…
ERIC Educational Resources Information Center
Harris, Gary A.
2000-01-01
Discusses the use of a computer algebra system in a capstone mathematics course for undergraduate mathematics majors preparing to teach secondary school mathematics. Provides sample exercises intended to demonstrate how the power of a computer algebra system such as MAPLE can contribute to desired outcomes including reinforcing and strengthening…
ERIC Educational Resources Information Center
Rule, Audrey C.; Harrell, Mary H.
2006-01-01
A new method of analyzing mathematics attitudes through symbolic drawings, situated within the field of Jungian-oriented analytical psychology, was applied to 52 preservice elementary teachers before and after a mathematics methods course. In this triangulation mixed methods design study, pretest images related to past mathematics experiences…
Korean Advanced Course, Volume I.
ERIC Educational Resources Information Center
Defense Language Inst., Washington, DC.
This is the first of 7 readers for continuation training in Korean after the completion of the "Korean Basic Course" prepared by the Defense Language Institute. Units 1-11 are practical situation dialogues written for the course and center on topics related to sports, social events, police administration, and dialects. Interviews with key…
FRESHMAN MATHEMATICS COURSE DESCRIPTIONS, TEXAS COLLEGES AND UNIVERSITIES.
ERIC Educational Resources Information Center
Texas Education Agency, Austin.
FOR EACH OF 84 TEXAS COLLEGES AND UNIVERSITIES, THE FOLLOWING INFORMATION IS PRESENTED--(1) ENTRANCE REQUIREMENTS, WITH EMPHASIS ON TESTS AND MATHEMATICS COURSES, (2) GENERAL ORGANIZATION, WITH STATEMENTS OF GRADUATION REQUIREMENTS IN MATHEMATICS FOR BOTH GENERAL STUDENTS AND THOSE WITH MAJORS IN SPECIALIZED FIELDS, (3) A BRIEF DESCRIPTION OF EACH…
My Experience with Computers in a Linear Mathematics Course.
ERIC Educational Resources Information Center
Johnson, Clare F.
1982-01-01
The introduction of computer use in college mathematics classes for non-mathematics oriented students majoring in marketing, management, and other business-related fields is discussed. Results of a questionnaire of student opinions matched with pupil course grades is presented. It is noted students as a whole seemed satisfied with computer use.…
Adult Student Learning Behaviors in a Roadblock Mathematics Course
ERIC Educational Resources Information Center
Tennant, Aimee
2012-01-01
Adult students are a growing population on college campuses. Adult students have lower graduation rates and longer times to graduation than traditional-age students. The ability to pass a college level mathematics course is a key factor in the graduation rates of all students. Past research has identified developmental mathematics, college…
Undergraduate Mathematics Students' Emotional Experiences in Linear Algebra Courses
ERIC Educational Resources Information Center
Martínez-Sierra, Gustavo; García-González, María del Socorro
2016-01-01
Little is known about students' emotions in the field of Mathematics Education that go beyond students' emotions in problem solving. To start filling this gap this qualitative research has the aim to identify emotional experiences of undergraduate mathematics students in Linear Algebra courses. In order to obtain data, retrospective focus group…
Flipped Classrooms for Advanced Science Courses
NASA Astrophysics Data System (ADS)
Tomory, Annette; Watson, Sunnie Lee
2015-12-01
This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.
ERIC Educational Resources Information Center
Johnson, Pete; Koirala, Hari P.
2013-01-01
The capstone course at Eastern Connecticut State University was designed for teacher candidates in secondary mathematics. The course centers on the idea of connections between mathematical topics, between different areas of mathematics, and between undergraduate and secondary mathematics. The course also provides data for accreditation of the…
ERIC Educational Resources Information Center
Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon
2014-01-01
The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…
Introductory Life Science Mathematics and Quantitative Neuroscience Courses
ERIC Educational Resources Information Center
Duffus, Dwight; Olifer, Andrei
2010-01-01
We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an…
Introduction to High School Mathematics, Grade 9, Course 2.
ERIC Educational Resources Information Center
Baker, Bruno B., Ed.
This guide outlines the curriculum for a ninth-year mathematics course for students not prepared to cope with the usual first-year algebra course. It is intended to provide personal relevance for these students by including supplementary units on probability and statistics, slide rule use, flow charting and use of calculators, consumer…
Tailoring Modified Moore Method Techniques to Liberal Arts Mathematics Courses
ERIC Educational Resources Information Center
Hitchman, Theron J.; Shaw, Douglas
2015-01-01
Inquiry-based learning (IBL) techniques can be used in mathematics courses for non-majors, such as courses required for liberal arts majors to fulfill graduation requirements. Unique challenges are discussed, followed by adaptations of IBL techniques to overcome those challenges.
Writing in a History of Mathematics Capstone Course
ERIC Educational Resources Information Center
Carter, John
2014-01-01
This article presents two approaches to using original sources in a capstone writing project for a History of Mathematics course. One approach involves searching local libraries and is best suited to schools in metropolitan areas. A second approach involves online resources available anywhere. Both projects were used in a course intended for…
Mathematics Preparation and Success in Introductory College Science Courses
NASA Astrophysics Data System (ADS)
Avallone, L. M.; Geiger, L. C.; Luebke, A. E.
2008-12-01
It is a long-held belief that adequate mathematics preparation is a key to success in introductory college science courses. Indeed, a number of recent studies have tested mathematics "fluency" and compared that to performance in introductory physics or chemistry courses. At the University of Colorado at Boulder, we administered a twenty-question math assessment to incoming first-year students as part of orientation registration. The intent of this tool was to provide information for advising new college students about their readiness for college-level science courses, both those for science majors and those for non-scientists. In this presentation we describe the results of the mathematics assessment for two incoming classes in the College of Arts and Sciences at CU-Boulder (about 9,000 students) and its predictive capabilities for success in introductory science courses. We also analyze student performance in these courses (i.e., course grade) with respect to ACT and/or SAT scores. We will present data on the relative success of students in college science courses both with and without prior college-level mathematics courses as well.
The Advanced Course in Professional Selling
ERIC Educational Resources Information Center
Loe, Terry; Inks, Scott
2014-01-01
More universities are incorporating sales content into their curriculums, and although the introductory courses in professional sales have much common ground and guidance from numerous professional selling texts, instructors teaching the advanced selling course lack the guidance provided by common academic tools and materials. The resulting…
Korean Advanced Course: Volume II.
ERIC Educational Resources Information Center
Defense Language Inst., Washington, DC.
This is the second of seven readers, prepared by the Defense Language Institute, for continuation training in Korean after the Basic Course. The 20 reading lessons, printed in Korean script, have been drawn from several readers published by the Ministry of Education of the Republic of Korea in 1970. Each unit concludes with a set of questions and…
Mathematics. Course in Carpentry Workbook and Tests.
ERIC Educational Resources Information Center
California State Dept. of Education, Sacramento. Bureau of Publications.
This combination workbook and testbook on mathematics is one in a series of 20 individually bound units of instruction for carpentry apprenticeship classes. Three diagnostic tests and suggestions for their administration are included to identify areas in which the apprentice may need work and study. The 12 topics covered are whole numbers;…
Predicting Success in a Gateway Mathematics Course
ERIC Educational Resources Information Center
Morrison, Michael C.; Schmit, Shelly
2010-01-01
A logit model predicting student outcomes for a gateway course, Math for Liberal Arts, was successfully developed which fits the data well. Two variables, ACT math score and high school GPA, were found to be significant predictors of achieving a C or better in Math for Liberal Arts. A practical implication of the study suggests that with just two…
Unified Modern Mathematics, Course 2, Part 2.
ERIC Educational Resources Information Center
Secondary School Mathematics Curriculum Improvement Study, New York, NY.
Topics included in Part 2 of Course II are: real functions; descriptive statistics; transformations in the plane; length, area, and volume; combinatorics; and mass points. The chapter on real functions includes a discussion of properties of functions, composition of functions, inverses of functions and other topics. The chapter on descriptive…
Unified Modern Mathematics, Course 3, Part 1.
ERIC Educational Resources Information Center
Secondary School Mathematics Curriculum Improvement Study, New York, NY.
The first part of Course III focuses on matrix algebra, graphs and functions, and combinatorics. Topics studied include: matrices and transformations, the solution of systems of linear equations, matrix multiplication, matrix inversion and a field of 2 x 2 matrices. The section on graphs and functions considers regions of the plane and…
ERIC Educational Resources Information Center
Paterson, Judy; Sneddon, Jamie
2011-01-01
This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused…
ERIC Educational Resources Information Center
Kaleli-Yilmaz, Gül
2015-01-01
The aim of this study was to determine the views of mathematics teachers on the factors that affect the integration of technology in mathematic courses. It is a qualitative case study. The sample size of the study is 10 teachers who are receiving postgraduate education in a university in Turkey. The current study was conducted in three stages. At…
ERIC Educational Resources Information Center
Saran, Rupam; Gujarati, Joan
2013-01-01
This article explores how preservice elementary teachers change their negative beliefs toward mathematics into positive ones after taking a mathematics methods course that follows the Concrete-Pictorial-Abstract (CPA) instructional method. Also explored is the relationship between those beliefs and sociomathematical authority. By administering…
ERIC Educational Resources Information Center
Schiller, Kathryn S.; Hunt, Donald J.
2011-01-01
Schools are institutions in which students' course taking creates series of linked learning opportunities continually shaped by not only curricular structures but demographic and academic backgrounds. In contrast to a seven-step normative course sequence reflecting the conventional hierarchical structure of mathematics, analysis of more than…
Social Choice in a Liberal Arts Mathematics Course
ERIC Educational Resources Information Center
Kelsey, Gregory A.
2013-01-01
I present a unit on voting theory and social choice taught as the beginning of a liberal arts mathematics course for undergraduates. In this unit, students voted on the final grade calculation formula and topics to cover during the semester and then analyzed the results using various voting systems. I believe that by allowing my students to…
Student-Produced Videos for Exam Review in Mathematics Courses
ERIC Educational Resources Information Center
Hulsizer, Heidi
2016-01-01
Videos have been used in classrooms for decades, but student-produced video has recently become a viable, economical option to enhance learning. Students were asked to create videos to be used for their exam review in two different undergraduate mathematics courses: Differential Equation and Complex Analysis. Students were then surveyed about…
Great Problems of Mathematics: A Course Based on Original Sources.
ERIC Educational Resources Information Center
Laubenbacher, Reinhard C.; Pengelley, David J.
1992-01-01
Describes the history of five selected problems from mathematics that are included in an undergraduate honors course designed to utilize original sources for demonstrating the evolution of ideas developed in solving these problems: area and the definite integral, the beginnings of set theory, solutions of algebraic equations, Fermat's last…
Block Scheduling and Advanced Placement Mathematics: When Tradition and Reform Collide.
ERIC Educational Resources Information Center
Howard, Elizabeth
1997-01-01
This case study reflects block scheduling's effects on advanced-placement mathematics courses of one veteran teacher tracking personal progress since 1989. Block scheduling began in 1994, creating problems for the teacher, whose resistance to the reform was based on declining advanced-placement scores. Teacher attitude and insufficient…
Advanced Selling: A Comprehensive Course Sales Project
ERIC Educational Resources Information Center
Yarrington-Young, Susan; Castleberry, Stephen B.; Coleman, Joshua T.
2016-01-01
A comprehensive project for the Advanced Selling course that has been tested at three universities is introduced. After selecting an industry and a company, students engage in a complete industry analysis, a company sales analysis, a sales-specific SWOT analysis, complete a ride day with a salesperson in that firm, then present their findings in a…
SNAB: A New Advanced Level Biology Course
ERIC Educational Resources Information Center
Reiss, Michael J.
2005-01-01
Of all the sciences, biology has probably made the most rapid progress in recent years and the need for this to be reflected in a new Advanced Level biology course has long been recognised in the UK. After wide-ranging consultation and successful piloting in over 50 schools and colleges in England and Wales, the new Salters-Nuffield Advanced…
Assessing an Advanced Level Introductory Sociology Course
ERIC Educational Resources Information Center
Keesler, Venessa A.; Fermin, Baranda J.; Schneider, Barbara
2008-01-01
In 2001, the governing council of the American Sociological Association (ASA) appointed Professor Caroline Persell of New York University to launch a task force with the goal of creating an advanced high school sociology curriculum that would also be a model for introductory sociology courses in colleges and universities. The principle goal of the…
ERIC Educational Resources Information Center
Winkel, Brian
2012-01-01
We give an example of cross coursing in which a subject or approach in one course in undergraduate mathematics is used in a completely different course. This situation crosses falling body modelling in an upper level differential equations course into a modest discrete dynamical systems unit of a first-year mathematics course. (Contains 1 figure.)
Russian: Advanced Course. Advanced Grammar, Lessons 1-24.
ERIC Educational Resources Information Center
Defense Language Inst., Washington, DC.
This volume of an advanced Russian course designed by the Defense Language Institute seeks to develop a more comprehensive knowledge of the structural features of Russian and an enlarged vocabulary. The learning accomplished orally in class is reinforced in written exercises at home. Instructional materials concentrate on morphology, syntax, and…
ERIC Educational Resources Information Center
Sloan, Tina Rye; Vinson, Beth; Haynes, Jonita; Gresham, Regina
This study examined the effectiveness of a methods course in the reduction of mathematics anxiety levels among three groups of preservice teachers majoring in elementary education. The sample included 61 novices enrolled in a course entitled Mathematics for the Young Child. This methods course utilized concrete manipulatives and active learning…
Advanced Mathematical Thinking in a Technological Workplace.
ERIC Educational Resources Information Center
Magajna, Zlatan; Monaghan, John
2003-01-01
Examines the use of mathematics in a computer-aided design and manufacturing setting, whether this mathematics is related to school mathematics, how technicians understand this mathematics, and the role of technology in the technicians' mathematics-related problem solving activities. Focuses on technician's calculations of the interval volume of…
Eighth Grade Algebra Course Placement and Student Motivation for Mathematics
Simzar, Rahila M.; Domina, Thurston; Tran, Cathy
2016-01-01
This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics. PMID:26942210
The Status of Capstone Courses for Pre-Service Secondary Mathematics Teachers
ERIC Educational Resources Information Center
Cox, Dana C.; Chesler, Josh; Beisiegel, Mary; Kenney, Rachael; Newton, Jill; Stone, Jamalee
2013-01-01
Capstone courses have been recommended as a way for pre-service secondary mathematics teachers (PSMT) to connect the mathematics they learn in university to the mathematics they will teach in high schools. However, not much is known about the nature of these courses in the U.S. Through a survey of departments of mathematics and education, the…
ERIC Educational Resources Information Center
Youngs, Peter; Qian, Hong
2013-01-01
In this article, we draw on survey data to investigate associations between Chinese elementary teaching candidates’ mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. In our study, we found that (a) Chinese teaching candidates' completion of courses in number…
Preparation of course materials: Elementary mathematics of powered flight
NASA Technical Reports Server (NTRS)
Rublein, George T.
1994-01-01
Non-science students at William and Mary will soon be required to take a mathematics course in order to earn a bachelor's degree. A standard menu of technique courses is the usual way in which universities provide for this requirement: Trigonometry, probability, geometry for teachers, and the like. In this work, we attempt to break away from these largely unsuccessful choices. Our intent is to prepare material that sets a variety of simple mathematical procedures in the context of a commonly experienced part of students' lives: riding in commercial airplanes. The work, begun last summer at Langley, is now close to completion and trial in upcoming fall term at William and Mary. As of this writing, the narrative is complete for 12 to 14 projected sections. We have prepared material on wind triangles, wind roses, navigation maps, drag induced loss of velocity for unpowered missiles (tennis balls), luggage and its effect on center of gravity, localized magnetic declination and VOR orientation, geometry of great circles, terminal velocity for falling bodies, pressure vessels: tires and balloons and blimps, global structure of declination lines, map projections (mercator, azimuthal equidistant, Lambert), ears and their reaction to altitude change. The next section will treat lift, drag and thrust. The last will treat control surfaces. The entire approach avoids any effort to investigate mathematical topics that arise in the solution of problems. And by the same token, we avoid any organized attempt to explain aeronautical engineering, even on an elementary level. We look only at enough mathematics to do a problem and we select only engineering topics that permit some kind of (elementary) mathematical analysis. In the end, we will think of the material as successful if two things happen: Students must come away with some confidence that even lay people can quantify parts of their surroundings. Other potential instructors must be willing to gain enough familiarity with the
NASA Astrophysics Data System (ADS)
Maciejewski, Wes; Merchant, Sandra
2016-04-01
Students approach learning in different ways, depending on the experienced learning situation. A deep approach is geared toward long-term retention and conceptual change while a surface approach focuses on quickly acquiring knowledge for immediate use. These approaches ultimately affect the students' academic outcomes. This study takes a cross-sectional look at the approaches to learning used by students from courses across all four years of undergraduate mathematics and analyses how these relate to the students' grades. We find that deep learning correlates with grade in the first year and not in the upper years. Surficial learning has no correlation with grades in the first year and a strong negative correlation with grades in the upper years. Using Bloom's taxonomy, we argue that the nature of the tasks given to students is fundamentally different in lower and upper year courses. We find that first-year courses emphasize tasks that require only low-level cognitive processes. Upper year courses require higher level processes but, surprisingly, have a simultaneous greater emphasis on recall and understanding. These observations explain the differences in correlations between approaches to learning and course grades. We conclude with some concerns about the disconnect between first year and upper year mathematics courses and the effect this may have on students.
ERIC Educational Resources Information Center
Power, David; Stevens, Ken; Boone, Wilbert; Barry, Maurice
In partnership with the Memorial University of Newfoundland, the Vista School District, 1 of 10 districts in Newfoundland, Canada, established the Vista School District Digital Intranet (VSDDI) to deliver Web-based advanced placement courses to rural students. Advanced placement mathematics, physics, biology, and chemistry courses are delivered…
Adding Structure to the Transition Process to Advanced Mathematical Activity
ERIC Educational Resources Information Center
Engelbrecht, Johann
2010-01-01
The transition process to advanced mathematical thinking is experienced as traumatic by many students. Experiences that students had of school mathematics differ greatly to what is expected from them at university. Success in school mathematics meant application of different methods to get an answer. Students are not familiar with logical…
Advanced Mathematical Thinking and the Way to Enhance It
ERIC Educational Resources Information Center
Herlina, Elda; Batusangkar, Stain
2015-01-01
This journal article discusses Advanced Mathematical Thinking (AMT) and how to enhance it. AMT is ability in representing, abstracting, creative thinking, and mathematical proving. The importance of AMT ability development in accord with government expectation who realize about the importance of mathematical competency mastery for student's life.…
NASA Astrophysics Data System (ADS)
Trenholm, Sven; Alcock, Lara; Robinson, Carol
2015-11-01
Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices have a powerful influence on learning. A survey questionnaire was constructed and completed by 70 FAO undergraduate mathematics instructors, mostly from the USA, who were each asked to detail their assessment and feedback practices in a single FAO mathematics course. Alongside these questions, participants also answered the 16-item version of the Approaches to Teaching Inventory. In addition, a novel feedback framework was also created and used to examine how feedback practices may be related to participants' approaches to teaching. Results show that assessment and feedback practices are varied and complex: in particular, we found there was not a simple emphasis on summative assessment instruments, nor a concomitant expectation these would always be invigilated. Though richer assessment feedback appears to be emphasized, evidence suggests this feedback may not be primarily directed at advancing student learning. Moreover, we found evidence of a reliance on computer--human interactions (e.g. via computer-assisted assessment systems) and further evidence of a decline in human interactions, suggesting a dynamic that is both consistent with current online learning theory and claims FAO mathematics courses are becoming commodified. Several avenues for further research are suggested.
NASA Astrophysics Data System (ADS)
Burt, Stacey M.
The problem addressed in this project is the lack of mathematically gifted females choosing to pursue advanced science, technology, engineering, and mathematics (STEM) courses in secondary education due to deficiencies in self-efficacy. The purpose of this project was to study the effects of a child-guided robotics program as it relates to the self-efficacy of mathematically gifted 6th grade female students and their future course choices in the advanced STEM content areas. This mixed-model study utilized a STEM attitude survey, artifacts, interviews, field notes, and standardized tests as measurement tools. Significance was found between genders in the treatment group for the standardized science scores, indicating closure in the achievement gap. Research suggests that STEM enrichment is beneficial for mathematically gifted females.
Student Learning in Linear Algebra: The Gateways To Advance Mathematical Thinking Project.
ERIC Educational Resources Information Center
Manes, Michelle
This document provides a preliminary report of the study Gateways To Advance Mathematical Thinking (GAMT) run by Educational Development Center, Inc. (EDC). The study was designed to see what types of reasoning students who have recently completed a linear algebra course apply to problems in algebraic thinking. Student interviews were used as the…
A Course in Advanced Topics in Heat and Mass Transfer.
ERIC Educational Resources Information Center
Shaeiwitz, Joseph A.
1983-01-01
A three or four semester-hour graduate course was designed to provide basic instruction in heat/mass transfer topics relevant to chemical engineering problems and to train students to develop mathematical descriptions for new situations encountered in problem-solving. Course outline and list of references used in the course are provided. (JM)
ERIC Educational Resources Information Center
Bishop, Amy Renee
2010-01-01
The purpose of this research was to determine the effect of computer-based instruction on student mathematics achievement and students' attitudes toward mathematics in developmental and introductory mathematics courses, namely Elementary Algebra, Intermediate Algebra, and College Algebra, at a community college. The researcher also examined the…
ERIC Educational Resources Information Center
Koichu, Boris
2010-01-01
This article discusses an issue of inserting mathematical knowledge within the problem-solving processes. Relatively advanced mathematical knowledge is defined in terms of "three mathematical worlds"; relatively advanced problem-solving behaviours are defined in terms of taxonomies of "proof schemes" and "heuristic behaviours". The relationships…
Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching
ERIC Educational Resources Information Center
Burton, Megan; Daane, C. J.; Giesen, Judy
2008-01-01
This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…
ERIC Educational Resources Information Center
Quinn, Diana; Albrecht, Amie; Webby, Brian; White, Kevin
2015-01-01
Rarely do university departments of mathematics redesign their basic mathematics courses. Through developing an online version of our associate degree in engineering in collaboration with Open Universities Australia, we redesigned the first in a sequence of five engineering mathematics courses. The online cohort proved different to our…
ERIC Educational Resources Information Center
Mesa, V.
2011-01-01
Through an analysis of instruction in mathematics classrooms at a community college, the author describes the nature of the interaction and the complexity of the mathematical activities evident in two types of courses: remedial and science, technology, engineering, and mathematics (STEM) college preparatory courses. Although both types of courses…
The Structure of Student Dialogue in Web-Assisted Mathematics Courses
ERIC Educational Resources Information Center
Thomas, David; Li, Qing; Knott, Libby; Li, Zhongxiao
2008-01-01
Spring term of 2005, three Web-assisted undergraduate mathematics courses were taught at the University of Idaho: Math 235 Mathematics for Elementary Teachers 1; Math 236 Mathematics for Elementary Teachers II; and Math 391 Modern Geometry. While the content of these courses differ, they share common goals: to foster a deep understanding of…
ERIC Educational Resources Information Center
Rogers, Kimberly Cervello
2014-01-01
In the context of a Capstone course for prospective secondary teachers (PSTs) of mathematics, this paper examines how a journal assignment was implemented and how it can help us understand PSTs' views of mathematics and mathematics teaching. First, the course design and specifics of the assignment are described. Then, details about…
A Student-Led Feedback Protocol on Writing Assignments in a History of Mathematics Course
ERIC Educational Resources Information Center
White, Diana
2014-01-01
History of math courses are commonly offered in mathematics departments. Such courses naturally lend themselves to writing assignments, and a growing body of research supports writing as a means to learn mathematics. This article details two such assignments, providing an overview of the course in which they are situated, and a student-led…
ERIC Educational Resources Information Center
Flores, Alfinio; Kimpton, Kelly E.
2012-01-01
We address issues related to gender and cultural equity in a history of mathematics course. We first look at the preponderance of male European mathematicians represented in textbooks of mathematics and history or mathematics. Then we discuss ways to highlight the presence of female and non-European mathematicians in the history of mathematics.…
Undergraduate Programs and Courses in the Mathematical Sciences: CUPM Curriculum Guide, 2004
ERIC Educational Resources Information Center
Barker, William; Bressoud, David; Epp, Susanna; Ganter, Susan; Haver, Bill; Pollatsek, Harriet
2004-01-01
The Mathematical Association of America's Committee on the Undergraduate Program in Mathematics (CUPM) is charged with making recommendations to guide mathematical sciences departments in designing undergraduate curricula. "Undergraduate Programs and Courses in the Mathematical Sciences: CUPM Curriculum Guide, 2004" is based on four years of work,…
Elective Drama Course in Mathematics Education: An Assessment of Pre-Service Teachers
ERIC Educational Resources Information Center
Sagirli, Meryem Özturan
2014-01-01
This study aimed to evaluate a newly introduced elective course "Drama in Mathematics Education" into mathematics education curriculum from the viewpoints of pre-service mathematics teachers. A case study was employed in the study. The study group consisted of 37 pre-service mathematics teachers who were enrolled in a Turkish state…
Designing and Implementing a New Advanced Level Biology Course
ERIC Educational Resources Information Center
Hall, Angela; Reiss, Michael J.; Rowell, Cathy; Scott, Anne
2003-01-01
Salters-Nuffield Advanced Biology is a new advanced level biology course, piloted from September 2002 in England with around 1200 students. This paper discusses the reasons for developing a new advanced biology course at this time, the philosophy of the project and how the materials are being written and the specification devised. The aim of the…
Reassessing the Economic Value of Advanced Level Mathematics
ERIC Educational Resources Information Center
Adkins, Michael; Noyes, Andrew
2016-01-01
In the late 1990s, the economic return to Advanced level (A-level) mathematics was examined. The analysis was based upon a series of log-linear models of earnings in the 1958 National Child Development Survey (NCDS) and the National Survey of 1980 Graduates and Diplomates. The core finding was that A-level mathematics had a unique earnings premium…
Use and Recall of Advance Organizers in Mathematics Instruction
ERIC Educational Resources Information Center
Bright, George W.
1976-01-01
Two studies are described which (a) determined whether the generality and inclusiveness of advance organizers (AOs) were the same as the mathematical generality or abstractness of concepts that might be used as AOs and (b) measured the effect of programmed recall of AOs in enhancing the learning of a mathematical concept. (DT)
Conditional Inference and Advanced Mathematical Study: Further Evidence
ERIC Educational Resources Information Center
Inglis, Matthew; Simpson, Adrian
2009-01-01
In this paper, we examine the support given for the "theory of formal discipline" by Inglis and Simpson (Educational Studies Mathematics 67:187-204, "2008"). This theory, which is widely accepted by mathematicians and curriculum bodies, suggests that the study of advanced mathematics develops general thinking skills and, in particular, conditional…
ERIC Educational Resources Information Center
Ma, Xin
2010-01-01
Based on data from the Longitudinal Study of American Youth (LSAY), students were classified into high-, middle-, and low-ability students. The effects of early acceleration in mathematics on the most advanced mathematics coursework (precalculus and calculus) in high school were examined in each category. Results showed that although early…
ERIC Educational Resources Information Center
Levine, Gavrielle
This investigation traced changes in anxiety for teaching mathematics (ATM) among pre-service elementary school teachers (n=36) enrolled in a mathematics methods course by analyzing their weekly journal entries. Journal entries were coded for high level of ATM (ATM-high) or absence of ATM (ATM-absent) during the first class session, as well as…
ERIC Educational Resources Information Center
Weiss, Michael Kevin
2009-01-01
How can the secondary Geometry course serve as an opportunity for students to learn to "be like" a mathematician--that is, to acquire a mathematical sensibility? In the first part of this dissertation, I investigate what might be meant by "mathematical sensibility". By analyzing narratives of mathematicians and their work, I identify a collection…
The General Electric Advanced Course in Engineering.
ERIC Educational Resources Information Center
Mack, Donald R.
A three-year, in-house engineering course offered to selected General Electric Company engineers is discussed. It is designed to develop the ability to identify and solve real engineering problems. The course may be taken concurrently with college courses in a cooperative program that can result in a graduate degree in engineering. (MLH)
Advanced Marketing/Coop Course Outline.
ERIC Educational Resources Information Center
Dixon, Bobby
This document contains the information required to present a 1-year school course that is the capstone class of a 2-year marketing major and is designed for high school students wishing to develop the skills required for entry into the marketing industry. The document begins with a rationale, brief course description, list of course objectives,…
Real World Projects in an Advanced Instructional Design Course
ERIC Educational Resources Information Center
Tracey, Monica W.; Chatervert, Lake, Kristy; Wilson, Robert
2008-01-01
This design case focuses on the redesign of Advanced Instructional Design, a capstone course taught in a Midwestern university's Masters of Training and Development program. The goal of the course was to have students integrate knowledge and skills from previous courses including needs assessment, introduction to instructional design, and program…
Advanced Placement Course Enrollment and School-Level Characteristics
ERIC Educational Resources Information Center
Barnard-Brak, Lucy; McGaha-Garnett, Valerie; Burley, Hansel
2011-01-01
The current study examined access to Advanced Placement (AP) courses as a function of these school characteristics (e.g., percentage of ethnic minority and lower socioeconomic status) and then examined AP course enrollment as a function of both access to AP courses and these school characteristics. Using structural equation modeling techniques,…
Do Grade Weights Promote More Advanced Course-Taking?
ERIC Educational Resources Information Center
Klopfenstein, Kristin; Lively, Kit
2016-01-01
When calculating class rank, high schools often give additional weight to grades earned in College Board Advanced Placement (AP) courses as an incentive for students to take hard courses. This paper examines changes in student course-taking behavior after an increase in AP grade weights at Texas high schools. We find that raising the magnitude of…
Prior decisions and experiences about mathematics of students in bridging courses
NASA Astrophysics Data System (ADS)
Gordon, Sue; Nicholas, Jackie
2013-10-01
We report on the survey responses of 51 students attending mathematics bridging courses at a major Australian university, investigating what mathematics, if any, these students had studied in the senior years of schooling and what factors affected their decisions about the level of mathematics chosen. Quantitative findings are augmented by qualitative responses to open-ended questions in the survey as well as excerpts from follow-up emails. The findings show that the major reasons for students taking lower levels of mathematics in senior year(s), or dropping mathematics, include finding enough time for non-mathematics subjects, confidence in mathematical capability, advice and maximizing potential ranking for university admission.
"Math Makes Me Sweat" The Impact of Pre-Service Courses on Mathematics Anxiety
ERIC Educational Resources Information Center
Johnson, Beth; vanderSandt, Suriza
2011-01-01
We investigate mathematics anxiety amongst education majors currently enrolled as pre-service teachers in special education, deaf and hard of hearing, early childhood and elementary education. The impact of a compulsory freshmen content course and sophomore methodology course on mathematics anxiety for each education major was studied over a two…
ERIC Educational Resources Information Center
Owsley, Fran, Ed.
This course is part of an engineering certification program for men inspecting construction projects. It presumes some high school training in mathematics and science. The course begins with examples showing the importance of mathematics on the job. Following that is a section on algebra, one on geometry, and one on trigonometry. (KM)
Senior Engineering Students' Views on Mathematics Courses in Engineering
ERIC Educational Resources Information Center
Güner, Necdet
2013-01-01
The aim of the study was to investigate senior engineering students' opinions on how the delivery of mathematics courses can be improved. A survey designed by the researcher was conducted on 605 (119 female, 486 male) prospective engineers to obtain feedback on how the mathematics courses they had taken in the engineering departments could…
ERIC Educational Resources Information Center
Weinstein, Lawrence; Laverghetta, Antonio
2009-01-01
Undergraduate and graduate students at Cameron University (N = 158) were given the D'Amore Test of Elementary Arithmetic to test whether or not experience in college mathematics courses might be associated with a relative increase in arithmetic performance compared to those students who had not taken college mathematics courses. We found that only…
A College-Level Foundational Mathematics Course: Evaluation, Challenges, and Future Directions
ERIC Educational Resources Information Center
Maciejewski, Wes
2012-01-01
Recently in Ontario, Canada, the College Math Project brought to light startling data on the achievement of students in Ontario's College of Applied Arts and Technology System related to their performance in first-year mathematics courses: one-third of the students had failed their first-year mathematics course or were at risk of not completing…
ERIC Educational Resources Information Center
Yaman, Hakan
2015-01-01
The purpose of this research is to examine the number sense performance of the classroom teacher candidates taking the Mathematics Education I and II courses. Moreover, it investigates whether there is a change in the number sense performance of the teacher candidates following the Mathematics Education I and II courses. Embedded experimental…
Sequential Mathematics Course III. Volume One. Staff Development Program 1986-1987.
ERIC Educational Resources Information Center
New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.
The Sequential Mathematics Sequence provides students with an integrated course of study, including lessons which interweave algebra, geometry, logic, probability, and mathematical systems. This handbook is designed to meet the needs of teachers who will be teaching Course III in the sequence. The handbook, for use with staff development programs,…
ERIC Educational Resources Information Center
Hart, Lynn C.; Oesterle, Susan; Swars, Susan L.
2013-01-01
This qualitative study examined perspectives of two key stakeholder groups, instructors and students, on mathematics content courses for prospective elementary teachers (Mathematics for Teachers [MFT] courses). A collective case study approach, which drew from the data of two cases in different but comparable settings, contributed to the…
Mathematics Achievement: Traditional Instruction and Technology-Assisted Course Delivery Methods
ERIC Educational Resources Information Center
Vilardi, Robert
2013-01-01
The purpose of this study was to analyze technology-assisted course delivery methods to determine their overall effectiveness as it pertains to mathematics courses. This study analyzed both current and historical data in mathematics classes in the areas of achievement, retention, and grade distribution. The goal of this study was to determine if…
ERIC Educational Resources Information Center
Harwell, Michael R.; Post, Thomas R.; Medhanie, Amanuel; Dupuis, Danielle N.; LeBeau, Brandon
2013-01-01
This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college course taking for a sample of over 10,000 students from 32 postsecondary 4-year institutions. Three types of curricula were studied: National Science Foundation (NSF) funded curricula, the…
An Evaluation of a Business Machines Course for General Mathematics Students.
ERIC Educational Resources Information Center
Peacock, R. L.; Moodie, A. G.
An experimental program in which regular General Mathematics 9, 10, and 11 courses were supplemented by instruction in business machines was evaluated. Results of the Test of Mathematical Fundamentals and the Mathematics Test Supplement (see sample, Appendix A) showed no significant superiority in achievement for students in the experimental group…
Textbook and Course Materials for 21-127 "Concepts of Mathematics"
ERIC Educational Resources Information Center
Sullivan, Brendan W.
2013-01-01
Concepts of Mathematics (21-127 at CMU) is a course designed to introduce students to the world of abstract mathematics, guiding them from more calculation-based math (that one learns in high school) to higher mathematics, which focuses more on abstract thinking, problem solving, and writing "proofs." This transition tends to be a shock:…
ERIC Educational Resources Information Center
Perkowski, Michael
2013-01-01
Recent curriculum recommendation call for mathematical argumentation to play a significantly greater role in U. S. mathematics instruction at all grade levels, including the elementary grades. To better understand how preservice elementary teachers (PTs) enrolled in a one-semester course emphasizing mathematical argumentation might become better…
Change in Preservice Teachers' Beliefs: An Evaluation of a Mathematics Methods Course
ERIC Educational Resources Information Center
Wilkins, Jesse L. M.; Brand, Brenda R.
2004-01-01
This study investigated and evaluated the potential impact of an elementary mathematics methods course in promoting teacher beliefs and attitudes that are consistent with the underlying philosophy of current reform efforts in mathematics education. Using the Mathematics Beliefs Instrument (MBI," Hart, 2002), data from 89 preservice teachers were…
Prior Decisions and Experiences about Mathematics of Students in Bridging Courses
ERIC Educational Resources Information Center
Gordon, Sue; Nicholas, Jackie
2013-01-01
We report on the survey responses of 51 students attending mathematics bridging courses at a major Australian university, investigating what mathematics, if any, these students had studied in the senior years of schooling and what factors affected their decisions about the level of mathematics chosen. Quantitative findings are augmented by…
ERIC Educational Resources Information Center
Spielman, Laura Jacobsen; Lloyd, Gwendolyn M.
2004-01-01
This paper communicates the impact of prospective teachers' learning of mathematics using novel curriculum materials in an innovative classroom setting. Two sections of a mathematics content course for prospective elementary teachers used different text materials and instructional approaches. The primary mathematical authorities were the…
ERIC Educational Resources Information Center
Sangpom, Wasukree; Suthisung, Nisara; Kongthip, Yanin; Inprasitha, Maitree
2016-01-01
Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students' inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In…
Advanced Livestock Production: A Course of Study.
ERIC Educational Resources Information Center
Miller, Larry E.
With the introduction of specialized courses of study in the third and fourth year of high school, it has become necessary to do more specialized work in the area of livestock production. The course is designed to provide a guideline to encourage intensified studies in this area, and outlines materials and methods, time allotment, and the use of…
Do They Work? Developmental Courses in Mathematics and English at Sitting Bull College
ERIC Educational Resources Information Center
Bauer, D'Arlyn A.
2010-01-01
The purpose of this study was to assess the characteristics and impact of developmental courses on students enrolled in developmental mathematics and English courses at a small mid-Western tribal college. This was a quantitative, descriptive study of the courses and the students over a six year timeframe. All students who enrolled in…
ERIC Educational Resources Information Center
Drake, Samuel
2010-01-01
The primary purpose of this study was to compare the results of the Michigan State University (MSU) unproctored examination to the results of the proctored examination. Both examinations are used to determine whether first time freshmen at MSU are ready for a standard mathematics course or if a remedial course is necessary. In addition to…
Advanced Management Communication: An Elective Course in Corporate Communication.
ERIC Educational Resources Information Center
Argenti, Paul A.
1986-01-01
Proposes a college-level elective course in advanced management communication that would teach future managers how to communicate with shareholders, the media, financial analysts, and the labor force. (SRT)
An Intermediate Advanced Level Israeli Hebrew Refresher Course.
ERIC Educational Resources Information Center
Blanc, Haim
"An Intermediate-Advanced Level Israeli Hebrew Refresher Course" comprises an audiolingual course in seven volumes. "Book I" contains introductory notes on Israeli Hebrew, the sound system, and phonology drills. These preface 21 lessons (three units of seven lessons each) which consist of vocabulary practices, narratives, dialogs, grammar notes,…
An Intermediate-Advanced Level Laotian Refresher Course.
ERIC Educational Resources Information Center
English Language Services, Inc., Washington, DC.
These instructional materials have been prepared for students who have completed an introductory college-level Laotian course of one year or more or have had an "intensive" course of several months. The "Refresher" materials contained in Book I are intended to prepare the student for the intermediate-advanced materials in Books II and III. Each of…
An Advanced Reading and Writing Course for Science Students.
ERIC Educational Resources Information Center
Scholz, Celeste M.
In July and August of 1980, material writers at the University of California-Los Angeles designed a course that would focus on the various reading and writing skills that science scholars would need for successful graduate study in the United States. The scholars were advanced learners of English from various science fields, and the course was to…
Factors that Predict Who Takes Advanced Courses in Cognitive Therapy
ERIC Educational Resources Information Center
Pehlivanidis, Artemios
2007-01-01
Training in Cognitive Therapy (CT) includes theoretical and didactic components combined with clinical supervision. An introductory course in CT might satisfy training needs in psychotherapy and help in the selection of those trainees who wish to continue to an advanced training level. Predictors of success at such an introductory course have been…
NASA Astrophysics Data System (ADS)
Burn, H. E.; Wenner, J. M.; Baer, E. M.
2011-12-01
The quantitative components of introductory geoscience courses can pose significant barriers to students. Many academic departments respond by stripping courses of their quantitative components or by attaching prerequisite mathematics courses [PMC]. PMCs cause students to incur additional costs and credits and may deter enrollment in introductory courses; yet, stripping quantitative content from geoscience courses masks the data-rich, quantitative nature of geoscience. Furthermore, the diversity of math skills required in geoscience and students' difficulty with transferring mathematical knowledge across domains suggest that PMCs may be ineffective. Instead, this study explores an alternative strategy -- to remediate students' mathematical skills using online modules that provide students with opportunities to build contextual quantitative reasoning skills. The Math You Need, When You Need It [TMYN] is a set of modular online student resources that address mathematical concepts in the context of the geosciences. TMYN modules are online resources that employ a "just-in-time" approach - giving students access to skills and then immediately providing opportunities to apply them. Each module places the mathematical concept in multiple geoscience contexts. Such an approach illustrates the immediate application of a principle and provides repeated exposure to a mathematical skill, enhancing long-term retention. At the same time, placing mathematics directly in several geoscience contexts better promotes transfer of learning by using similar discourse (words, tools, representations) and context that students will encounter when applying mathematics in the future. This study uses quantitative and qualitative data to explore the effectiveness of TMYN modules in remediating students' mathematical skills. Quantitative data derive from ten geoscience courses that used TMYN modules during the fall 2010 and spring 2011 semesters; none of the courses had a PMC. In all courses
Vietnamese Advanced Course: Typical North Vietnamese Expressions.
ERIC Educational Resources Information Center
Defense Language Inst., Washington, DC.
This text, prepared by the Defense Language Institute (DLI), is a dictionary of idioms which lists 621 words, phrases, and expressions frequently used in newspapers, magazines, and literary works published in North Vietnam. It is intended for use as a reference work for DLI courses in Vietnamese. Entries are listed alphabetically, translated, and…
Integrating Mathematics into the Introductory Biology Laboratory Course
ERIC Educational Resources Information Center
White, James D.; Carpenter, Jenna P.
2008-01-01
Louisiana Tech University has an integrated science curriculum for its mathematics, chemistry, physics, computer science, biology-research track and secondary mathematics and science education majors. The curriculum focuses on the calculus sequence and introductory labs in biology, physics, and chemistry. In the introductory biology laboratory…
ERIC Educational Resources Information Center
Lynch-Newberg, Stacie A.
2010-01-01
Currently, 92% of community colleges offer courses online, yet only 13% offer online mathematics developmental courses. Little research has been conducted to verify the effectiveness of such courses. This study attempted to answer: Are online developmental mathematics courses addressing the academic requirements (retention, success, and…
Advanced Mathematical Knowledge in Teaching Practice: Perceptions of Secondary Mathematics Teachers
ERIC Educational Resources Information Center
Zazkis, Rina; Leikin, Roza
2010-01-01
For the purpose of our research we define Advanced Mathematical Knowledge (AMK) as knowledge of the subject matter acquired during undergraduate studies at colleges or universities. We examine the responses of secondary school teachers about their usage of AMK in teaching. We find that the majority of teachers focus on the purposes and advantages…
Factors Affecting the Performance of Students in University Remedial Mathematics Courses
ERIC Educational Resources Information Center
Aoude, Solange G.
2013-01-01
The importance of mathematics is growing in all scientific and technological fields. Lebanese universities, in particular Notre Dame University-Louaize, require students to take a pool of mathematics courses in their scientific and engineering programs. Based on their scores on the university entrance exam, students accepted to the university…
Primary Trait Analysis to Assess a Learner-Centered, Upper-Level Mathematics Course
ERIC Educational Resources Information Center
Alsardary, Salar; Pontiggia, Laura; Hamid, Mohammed; Blumberg, Phyllis
2011-01-01
This study presents a primary trait analysis of a learner-centered, discrete mathematics course based on student-to-student instruction. The authors developed a scoring rubric for the primary traits: conceptual knowledge, procedural knowledge, application of understanding, and mathematical communication skills. Eleven students took an exam…
ERIC Educational Resources Information Center
Huseyin, Aksu Hasan
2015-01-01
The aim of this study is to determine elementary mathematics teachers' thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government primary schools in the Province of Giresun and in the…
The Effectiveness of Flash Cards in a Mathematics Self-Study Course for Group IV Personnel.
ERIC Educational Resources Information Center
Main, Ray E.
As part of continuing research aimed at identifying optimal methods for training Navy personnel who have achieved marginal scores on military selection tests, flash card instruction methods were adapted for application to a comprehensive range of basic mathematical operations involved in a previously developed course in fundamental mathematics.…
Individual Oral Exams in Mathematics Courses: 10 Years of Experience at the Air Force Academy
ERIC Educational Resources Information Center
Boedigheimer, Ralph; Ghrist, Michelle; Peterson, Dale; Kallemyn, Benjamin
2015-01-01
Over the last 10 years faculty members in the Department of Mathematical Sciences at the United States Air Force Academy have incorporated individual oral exams into mathematics courses. We have experimented with various approaches, shared results and ideas with other department members, and refined our techniques. We have found that this…
ERIC Educational Resources Information Center
Young, Adena E.; Worrell, Frank C.; Gabelko, Nina H.
2011-01-01
In this study, we used logistic regression to examine how well student background and prior achievement variables predicted success among students attending accelerated and enrichment mathematics courses at a summer program (N = 459). Socioeconomic status, grade point average (GPA), and mathematics diagnostic test scores significantly predicted…
A Study of Placement and Grade Prediction in First College Mathematics Courses
ERIC Educational Resources Information Center
Madison, Bernard L.; Linde, Cassandra S.; Decker, Blake R.; Rigsby, E. Myron; Dingman, Shannon W.; Stegman, Charles E.
2015-01-01
A college mathematics placement test with 25 basic algebra items and 15 calculus readiness items was administered to 1572 high school seniors, and first college mathematics course grades were obtained for 319 of these students. Test results indicated that more than two thirds of the high school graduates were not college ready, and the test…
Using Data To Motivate the Models Used in Introductory Mathematics Courses.
ERIC Educational Resources Information Center
Kerley, Lyndell; Knisley, Jeff
2001-01-01
Although data is often used to estimate parameters for models in calculus and differential equations, the models themselves are seldom justified. Uses the data itself to motivate mathematical models in introductory mathematics courses. Illustrates various regression and optimization techniques. (Author/ASK)
Factors Affecting Student Success in a First-Year Mathematics Course: A South African Experience
ERIC Educational Resources Information Center
Kizito, Rita; Munyakazi, Justin; Basuayi, Clement
2016-01-01
In spite of sustained efforts tertiary institutions implement to try and improve student academic performance, the number of students succeeding in first-year mathematics courses remains disturbingly low. For most students, the gap between their mathematical capability and the competencies they are expected and need to develop to function…
Hidden Disparities: How Courses and Curricula Shape Opportunities in Mathematics during High School
ERIC Educational Resources Information Center
Schiller, Kathryn S.; Schmidt, William H.; Muller, Chandra; Houang, Richard T.
2010-01-01
Efforts to promote academic achievement by increasing access to courses, especially in mathematics, may mask educational disparities if variations in curriculum are not also monitored. A multi-dimensional description of students' mathematics curricula during high school was obtained from analyses of surveys, transcripts, and textbooks collected…
Light Bulb Presentations in a Mathematics for the Liberal Arts Course
ERIC Educational Resources Information Center
Fox, Joseph A.
2008-01-01
Encouraging students to make independent discoveries is an effective way to get them excited about mathematics, and sharing their triumphant moments (their light bulb moments) helps to spread this excitement to their peers. A Mathematics for the Liberal Arts course is a perfect venue for the sharing of light bulb moments, as it helps to correct…
ERIC Educational Resources Information Center
Briley, Jason S.; Thompson, Tony; Iran-Nejad, Asghar
2009-01-01
In this study, the relationships among mathematical beliefs, sources of self-regulation, and achievement for university students enrolled in remedial mathematics were studied. Ninety-four students completed 2 surveys to measure mathematical beliefs and active, dynamic, and multiple-source self-regulation. Students who reported a more sophisticated…
Course Goals in Mathematics, Grades K-12. Critique Draft.
ERIC Educational Resources Information Center
Multnomah County Intermediate Education District, Portland, OR.
This document is one part of a critique series that deals with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to curriculum planning and…
Using e-Learning Platforms for Mastery Learning in Developmental Mathematics Courses
ERIC Educational Resources Information Center
Boggs, Stacey; Shore, Mark; Shore, JoAnna
2004-01-01
Many colleges and universities have adopted e-learning platforms to utilize computers as an instructional tool in developmental (i.e., beginning and intermediate algebra) mathematics courses. An e-learning platform is a computer program used to enhance course instruction via computers and the Internet. Allegany College of Maryland is currently…
A Critical Evaluation of Mathematics Courses in Architectural Education and Practice
ERIC Educational Resources Information Center
Cikis, Seniz
2010-01-01
Mathematics courses are integral part of architectural education. The content and objectives of these courses were determined in the Age of Enlightenment. Although conditions have changed since then, they still exist without being subjected to a radical revision. This study aims to introduce the necessary information for upgrading the content of…
Developing Mathematical Knowledge for Teaching in a Methods Course: The Case of Function
ERIC Educational Resources Information Center
Steele, Michael D.; Hillen, Amy F.; Smith, Margaret S.
2013-01-01
This study describes teacher learning in a teaching experiment consisting of a content-focused methods course involving the mathematical knowledge for teaching function. Prospective and practicing teachers in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the…
A Progress Report on an Exploratory Mathematics Course: Incorporating a Programming Component
ERIC Educational Resources Information Center
Goldberg, Robert; Waxman, Jerry
2004-01-01
This paper reports on an ongoing effort to incorporate a programming component into exploratory mathematics courses and analyzes some of the many practical considerations required for successfully managing such a course in large lecture hall classes. Two pedagogical paradigms (top-down and bottom-up) are compared and contrasted for teaching Visual…
Incorporating Current Research, Wikis, and Discussion Lists in a Mathematics Capstone Course
ERIC Educational Resources Information Center
Narasimhan, Revathi
2009-01-01
This article shows how current mathematical research and innovative internet technologies such as wikis and email discussion lists can enliven a senior seminar or capstone course. We give example of assignments as well as examples of how new technologies can enhance a course. This paper grew out of the author's experience of teaching a senior…
ERIC Educational Resources Information Center
Mitchell, Rebecca; Laski, Elida
2013-01-01
Instructors (N = 204) of elementary mathematics methods courses completed a survey assessing the extent to which they stay informed about research related to effective uses of educational technology and the kinds and numbers of educational technologies they include in their courses. Findings indicate that, while they view educational technology…
ERIC Educational Resources Information Center
Adams, Richelle V.; Blair, Erik
2014-01-01
In this paper we discuss perceptions of the benefits of learner-generated podcasts for supporting postgraduate engineering students in a mathematics-intensive course. The course under study had previously been highlighted as one in which students had struggled to attain knowledge that formed an essential underpinning to their degree programme.…
Using Instructor-Generated Video Lectures in Online Mathematics Courses Improves Student Learning
ERIC Educational Resources Information Center
Hegeman, Jennifer S.
2015-01-01
Low retention rates in online freshman-level mathematics courses are a concern, especially at postsecondary institutions that serve academically unprepared students. The purpose of this study was to determine if student performance in an online College Algebra course that relies heavily on text-based multimedia tools can be improved by replacing…
Determination of the Core Curriculum for the Liberal Arts Mathematics Course at Saddleback College.
ERIC Educational Resources Information Center
Sworder, Steve
A study was conducted to assess faculty and student preferences regarding the goals and content of Saddleback College's (California) liberal arts mathematics course. Following a review of the literature, an extensive list of course goals, content areas, and prior student preparation needs was formed into a questionnaire, which was administered to…
ERIC Educational Resources Information Center
Magee, Paula A.; Flessner, Ryan
2012-01-01
This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased…
ERIC Educational Resources Information Center
Cox, Monica F.; Berry, Carlotta A.; Smith, Karl A.
2009-01-01
This paper describes a graduate level engineering education course, "Leadership, Policy, and Change in Science, Technology, Engineering, and Mathematics (STEM) Education." Offered for the first time in 2007, the course integrated the perspectives of three instructors representing disciplines of engineering, education, and engineering education.…
NASA Astrophysics Data System (ADS)
Quinn, Diana; Albrecht, Amie; Webby, Brian; White, Kevin
2015-10-01
Rarely do university departments of mathematics redesign their basic mathematics courses. Through developing an online version of our associate degree in engineering in collaboration with Open Universities Australia, we redesigned the first in a sequence of five engineering mathematics courses. The online cohort proved different to our face-to-face experience. We embarked on a process of refining the unit using experiential learning and action research. The 13 week unit is delivered up to four times a year and this paper reviews the first 10 cycles of enhancements over 3 years and unpacks the layers of hypotheses underlying development decisions. Several category themes were identified with a focus on students, teachers and learning activities. Investment in online developments for mathematics can have multiple flow-on impacts for other teaching modes. Good curriculum design, regardless of environment, will always be a cornerstone of effective course development processes.
HIDDEN DISPARITIES: HOW COURSES AND CURRICULA SHAPE OPPORTUNITIES IN MATHEMATICS DURING HIGH SCHOOL.
Schiller, Kathryn S; Schmidt, William H; Muller, Chandra; Houang, Richard
2010-01-01
Efforts to promote academic achievement by increasing access to courses, especially in mathematics, may mask educational disparities if variations in curriculum are not also monitored. A multi-dimensional description of students' mathematics curricula during high school was obtained from analyses of surveys, transcripts, and textbooks collected for a nationally representative study of adolescents during the mid-1990s. Few gaps in the number of years or credits in mathematics coursework were found. However, the quantity and cognitive challenge of instructional materials in textbooks adopted for those courses differed significantly both across and within mathematics tracks. Differences in the quality of curriculum accumulating during high school were also related to parents' education level. Reducing such gaps in learning opportunities would require teachers to supplement adopted instructional materials to ensure that all students receive a high quality mathematics curriculum. PMID:23554547
Interventions to improve teaching and learning in first year mathematics courses
NASA Astrophysics Data System (ADS)
Engelbrecht, Johann; Harding, Ansie
2015-10-01
In keeping with the national mandate of increasing graduates in the sciences in South Africa, a concerted effort in improving the first year experience becomes imperative. First year mathematics courses commonly provide the base knowledge necessary for progression in different degree programmes at university. Success in mathematics courses influences throughputs, retention and graduation rates of various degree programmes. Due to the highly complex and integrated nature of issues pertaining to improving teaching and learning in these courses, a multi-dimensional approach was conceptualized and implemented at the University of Pretoria. This paper reports on the development of a coherent framework, and the process and strategy for improving student success through a number of teaching and learning interventions in the first year mathematics courses, addressing the different dimensions of the framework. The process embarked upon resulted in a coherent, resource-focused approach with a replicable model for similar contexts.
ERIC Educational Resources Information Center
Morrone, Anastasia Steffen; Harkness, Shelly S.; D'Ambrosio, Beatriz; Caulfield, Richard
2004-01-01
Elementary education students enrolled in an experimental mathematics course participated in this study. The course is taught using a social constructivist approach and is designed to improve students' mathematical problem-solving ability and deepen their understanding of mathematics. The research question for the present study is as follows: In…
Development of an advanced undergraduate course in acoustics
NASA Astrophysics Data System (ADS)
Gee, Kent L.; Neilsen, Tracianne B.; Sommerfeldt, Scott D.
2016-03-01
Within many physics undergraduate programs, acoustics is given only a cursory treatment, usually within an introductory course. Because acoustics is a natural vehicle for students to develop intuition about wave phenomena, an advanced undergraduate acoustics course has been developed at Brigham Young University. Although it remains an elective course, enrollment has increased steadily since its inception. The course has been taken by students in physics, applied physics, physics teaching, and mechanical and electrical engineering. In addition to providing training for students motivated by interest in undergraduate research, internship, employment, and graduate schooling opportunities in acoustics, the course facilitates connections between various areas of physics. Explicit connections are made to mechanics, electricity and magnetism, thermodynamics, optics, quantum mechanics, and experimental and computational laboratory courses. Active learning is emphasized through Just-in-Time-Teaching and course structure. Homework exercises are both theoretical and practical and often require making and interpreting of graphs. For example, students may model traffic noise as a series of uncorrelated monopoles or examine highway barrier effectiveness using Fresnel diffraction techniques. Additionally, students participate in resumé-building measurements and learn to report their results in the form of technical memoranda. Course evaluations and post-graduation student surveys rate it among the most valuable undergraduate student courses offered.
Predicting Success for Actuarial Students in Undergraduate Mathematics Courses
ERIC Educational Resources Information Center
Smith, Richard Manning; Schumacher, Phyllis A.
2005-01-01
A study of undergraduate actuarial graduates found that math SAT scores, verbal SAT scores, percentile rank in high school graduating class, and percentage score on a college mathematics placement exam had some relevance to forecasting the students' grade point averages in their major. For both males and females, percentile rank in high school…
Organizing Mathematics Courses for the Gifted in Ontario, Canada.
ERIC Educational Resources Information Center
Velazquez, Robert
1990-01-01
This paper discusses methods used to differentiate the presentation of mathematics to gifted students in Ontario, Canada. Activities are described that help students to develop structured inquiry, reinforce categorization skills, develop efficient study habits, and encourage probing and divergent questions. (JDD)
ERIC Educational Resources Information Center
Bailey, Judy
2014-01-01
Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one's past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics…
Improved Appreciation of Mathematics through an IBL Liberal Arts Mathematics Course
ERIC Educational Resources Information Center
Blyth, Russell D.
2015-01-01
The author has taught an inquiry-based liberal arts mathematics class using the text "The Heart of Mathematics: An Invitation to Effective Thinking" by Edward B. Burger and Michael Starbird a total of 20 times since Spring 2001. The students in this class have almost all been in non-technical majors and many started the semester with…
ERIC Educational Resources Information Center
Bell, Max S.; And Others
The purpose of this text is to help elementary school teachers achieve balance in the teaching of mathematics. Children must acquire (1) computational skills, (2) conceptual ideas, and (3) knowledge of applications of mathematics. The text provides reading materials for the teacher as well as problems and exercises to help fix the ideas in mind.…
ERIC Educational Resources Information Center
Basitere, Moses; Ivala, Eunice
2015-01-01
This paper reports on a study carried out at a University of Technology, South Africa, aimed at identifying the existence of the mathematical knowledge gap and evaluating the intervention designed to bridge the knowledge gap amongst students studying first year mathematics at the Chemical Engineering Extended Curriculum Program (ECP). In this…
Becoming a Teacher Educator: A Self-Study of the Use of Inquiry in a Mathematics Methods Course
ERIC Educational Resources Information Center
Marin, Katherine Ariemma
2014-01-01
This article details the self-study of a beginning teacher educator in her first experience in teaching a mathematics methods course. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as…
NASA Astrophysics Data System (ADS)
Hoepner, Cynthia Colon
President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country. Although research studies offer several contributing factors that point to a higher attrition rate of women in STEM than their male counterparts, no study has investigated the role that high school advanced placement (AP) math and science courses play in preparing students for the challenges of college STEM courses. The purpose of this study was to discover which AP math and science courses and/or influential factors could encourage more students, particularly females, to consider pursuing STEM fields in college. Further, this study examined which, if any, AP math or science courses positively contribute to a student's overall preparation for college STEM courses. This retrospective study combined quantitative and qualitative research methods. The survey sample consisted of 881 UCLA female and male students pursuing STEM majors. Qualitative data was gathered from four single-gender student focus groups, two female groups (15 females) and two male groups (16 males). This study examined which AP math and science courses students took in high school, who or what influenced them to take those courses, and which particular courses influenced student's choice of STEM major and/or best prepared her/him for the challenges of STEM courses. Findings reveal that while AP math and science course-taking patterns are similar of female and male STEM students, a significant gender-gap remains in five of the eleven AP courses. Students report four main influences on their choice of AP courses; self, desire for math/science major, higher grade point average or class rank, and college admissions. Further, three AP math and science courses were
ERIC Educational Resources Information Center
Hoskinson, Anne-Marie
2010-01-01
Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical-biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity…
Hester, Susan; Buxner, Sanlyn; Elfring, Lisa; Nagy, Lisa
2014-01-01
Recent calls for improving undergraduate biology education have emphasized the importance of students learning to apply quantitative skills to biological problems. Motivated by students' apparent inability to transfer their existing quantitative skills to biological contexts, we designed and taught an introductory molecular and cell biology course in which we integrated application of prerequisite mathematical skills with biology content and reasoning throughout all aspects of the course. In this paper, we describe the principles of our course design and present illustrative examples of course materials integrating mathematics and biology. We also designed an outcome assessment made up of items testing students' understanding of biology concepts and their ability to apply mathematical skills in biological contexts and administered it as a pre/postcourse test to students in the experimental section and other sections of the same course. Precourse results confirmed students' inability to spontaneously transfer their prerequisite mathematics skills to biological problems. Pre/postcourse outcome assessment comparisons showed that, compared with students in other sections, students in the experimental section made greater gains on integrated math/biology items. They also made comparable gains on biology items, indicating that integrating quantitative skills into an introductory biology course does not have a deleterious effect on students' biology learning. PMID:24591504
The Role of Gender and Friendship in Advanced Course Taking
ERIC Educational Resources Information Center
Riegle-Crumb, Catherine; Farkas, George; Muller, Chandra
2006-01-01
This article examines the role of friends in girls' and boys' advanced course taking and explores whether friends' characteristics are particularly important for girls' math and science attainment. With the use of data from Adolescent Health and Academic Achievement and the National Longitudinal Study of Adolescent Heath, the results indicate that…
Beginning an Advanced Placement Music Course. Edition Y.
ERIC Educational Resources Information Center
Thomson, William; And Others
The College Entrance Examination Board has prepared this publication to help secondary school teachers develop Advanced Placement (AP) courses in music. The discussion of strategy recommendations, reading materials, and record collections should be adapted to suit local preferences and individual skills. An opening section of general remarks…
A Course and Curriculum in Advanced Technical Communication.
ERIC Educational Resources Information Center
Farkas, David
A course in advanced technical communication was developed at West Virginia University for upper-division students in engineering and the sciences and those planning careers in technical communication. The first four weeks of the semester are spent copy editing, with the students learning to use standard editing marks and keeping an editor's style…
An Intermediate-Advanced Level Malay Refresher Course.
ERIC Educational Resources Information Center
Rice, Oliver; And Others
The first unit of this eight-volume refresher course in intermediate-advanced level Malay presents a detailed description of the Malay sound system, with phonological examples in both official (Latin) orthography and phonetic transcription. The remaining units in Book I--Part One (Units 2-4) and the five units in the second volume (Book I--Part…
ERIC Educational Resources Information Center
Young, R. Brent; Hodge, Angie; Edwards, M. Craig; Leising, James G.
2012-01-01
The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would develop a deeper and more sustained understanding of selected mathematics concepts than those students who…
ERIC Educational Resources Information Center
Swars, Susan Lee
2015-01-01
This mixed methods study examined the mathematical preparation of elementary teachers in a Teach for America (TFA) program, focal participants for whom there is scant extant research. Data collection occurred before and after a university mathematics methods course, with a particular focus on the participants' (n = 22) mathematical beliefs,…
ERIC Educational Resources Information Center
Harwell, Michael
2013-01-01
Meta-analytic methods were used to examine the moderating effect of institutional factors on the relationship between high school mathematics curricula and college mathematics course-taking and achievement from a sample of 32 colleges. The findings suggest that the impact of curriculum on college mathematics outcomes is not generally moderated by…
ERIC Educational Resources Information Center
Moseley, Christine; Utley, Juliana
2006-01-01
The purpose of this study was to determine the effect of an earth systems science course (integrated mathematics and science content) on preservice elementary teachers' mathematics and science teaching efficacy. Paired t-tests revealed that the personal mathematics and science teaching efficacy and science teaching outcome expectancy significantly…
Factors affecting student success in a first-year mathematics course: a South African experience
NASA Astrophysics Data System (ADS)
Kizito, Rita; Munyakazi, Justin; Basuayi, Clement
2016-01-01
In spite of sustained efforts tertiary institutions implement to try and improve student academic performance, the number of students succeeding in first-year mathematics courses remains disturbingly low. For most students, the gap between their mathematical capability and the competencies they are expected and need to develop to function effectively in these courses persists even after course instruction. In this study, an instrument for identifying and examining factors affecting student performance and success in a first-year Mathematics university course was developed and administered to 86 students. The overall Cronbach's Alpha coefficient for the questionnaire was found to be 0.916. Having identified variables from prior research known to affect student performance, factor analysis was used to identify variables exhibiting the greatest impact on student performance. The variables included prior academic knowledge, workload, student approaches to learning, assessment, student support teaching quality, methods and resources. From the analysis, students' perceptions of their workload emerged as the factor having the greatest impact on student's performance, followed by the matriculation examination score. The findings are discussed and strategies that can be used to improve teaching and contribute to student success in a first-year mathematics course in a South African context are presented.
Buring, Shauna M.; Papas, Elizabeth
2013-01-01
Objective. To assess doctor of pharmacy (PharmD) students’ mathematics ability by content area before and after completing a required pharmaceutical calculations course and to analyze changes in scores. Methods. A mathematics skills assessment was administered to 2 cohorts of pharmacy students (class of 2013 and 2014) before and after completing a pharmaceutical calculations course. The posttest was administered to the second cohort 6 months after completing the course to assess knowledge retention. Results. Both cohorts performed significantly better on the posttest (cohort 1, 13% higher scores; cohort 2, 15.9% higher scores). Significant improvement on posttest scores was observed in 6 of the 10 content areas for cohorts 1 and 2. Both cohorts scored lower in percentage calculations on the posttest than on the pretest. Conclusions. A required, 1-credit-hour pharmaceutical calculations course improved PharmD students’ overall ability to perform fundamental and application-based calculations. PMID:23966727
Walston, Timothy
2010-01-01
Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with support from the National Science Foundation's Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program. PMID:20810960
The Role of Gender and Friendship in Advanced Course Taking
Riegle-Crumb, Catherine; Farkas, George; Muller, Chandra
2010-01-01
This article examines the role of friends in girls' and boys' advanced course taking and explores whether friends' characteristics are particularly important for girls' math and science attainment. With the use of data from Adolescent Health and Academic Achievement and the National Longitudinal Study of Adolescent Heath, the results indicate that same-sex friends' academic performance significantly predicts course taking in all subjects for girls, but not for boys. Furthermore, for math and science only, the effects of friends' performance are greater in the context of a predominantly female friendship group, which suggests that such groups provide a counterpoint to the gendered stereotypes and identities of those subjects. PMID:20333274
Improving Placement and Retention Rates with the Use of Mathematics Review Courses
ERIC Educational Resources Information Center
Coe, William W.
2006-01-01
Anyone who has ever taught developmental mathematics knows there is a problem in course placement. Some students test well and place clearly above their level, while other students place below their real capability because they either have been away from math for a number of years, or did not prepare for the assessment test. In either case, they…
The Effects of Learning Styles on High School Students' Achievement on a Mathematics Course
ERIC Educational Resources Information Center
Orhun, Nevin
2013-01-01
This study examined the relationship between learning styles of students and their success on a mathematics course. In this study, the categorization of high school students' learning style scores was defined. The given method for calculating the learning style scores was developed by the author. The purpose of this study was to raise the…
Motivating Attendance in a First-Year Mathematics Course Using "House Cash"
ERIC Educational Resources Information Center
Ellermeyer, S. F.; Leeds, E. M.; Banker, T. G.
2011-01-01
Poor class attendance is detrimental to student success. This is especially true in entry-level college mathematics courses, where habitual non-attendance can have lasting effects that greatly limit a student's options for continued academic success. The purpose of this study was to design an attendance incentive and to evaluate its impact on…
ERIC Educational Resources Information Center
Shorter, Nichole A.; Young, Cynthia Y.
2011-01-01
This experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicted student learning (dependent upon post-test grades) in an undergraduate mathematics course. Participants included 117…
Investigation of the Perceptions of Students on Mathematics Course via the Pictures They Draw
ERIC Educational Resources Information Center
Inan, Cemil
2015-01-01
The study aimed to scrutinize the perceptions of middle school students on the course of mathematics by using the pictures they drew. In the study conducted with 211 students attending two middle schools in Diyarbakir district center and in a village in 2014-2015 academic year, qualitative research design and phenomenology model were utilized.…
Using WWW, Usenets, and E-Mail To Manage a Mathematics Pre-Service Technology Course.
ERIC Educational Resources Information Center
Pelton, Leslee Francis; Pelton, Timothy W.
1998-01-01
Discusses the need to learn about computer technology in preservice teacher education and describes a course developed at Brigham Young University as a model for teaching mathematics using technology that was offered via the Internet. Discusses Web pages, e-mail, Usenet, student and teacher reactions, and applications to K-12 classrooms. (LRW)
ERIC Educational Resources Information Center
Kögce, Davut
2015-01-01
The purpose of this study was to examine prospective elementary teachers' views on the feedback provided by the instructor and their peers during the courses, Mathematics Instruction I and II, and its contribution to their learning. Forty participants were regularly given feedback by the instructor and their peers while they were taking…
ERIC Educational Resources Information Center
National Science Foundation, Washington, DC.
This is a list of curriculum improvement materials produced by major course and curriculum projects supported by the National Science Foundation's Division of Pre-College Education in Science. The materials are grouped by educational level (elementary, intermediate, and secondary) and within each level by broad discipline groupings (mathematics,…
ERIC Educational Resources Information Center
Wentworth, Nancy M.; Monroe, Eula Ewing; Smith, Barbara A.
1998-01-01
Analyzes effects of a high school counseling program designed to encourage students to consider future career options and the mathematics and science courses required for them. Counseling positively influenced the number and level of classes students planned to take, although actual number of classes taken were not higher than those at control…
ERIC Educational Resources Information Center
Hajra, Sayonita Ghosh; Das, Ujjaini
2015-01-01
This paper uses collaborative learning strategies to examine students' perceptions in a differential equations mathematics course. Students' perceptions were analyzed using three collaborative learning strategies including collaborative activity, group-quiz and online discussion. The study results show that students identified both strengths and…
ERIC Educational Resources Information Center
Kersaint, Gladis
2007-01-01
This article describes a technology integration course planning assignment that was developed to enhance preservice teachers' technological pedagogical content knowledge (TPCK). This assignment required preservice teachers work with peers to integrate various technological tools (e.g., graphing calculators, web-based mathematics applets, etc) in a…
ERIC Educational Resources Information Center
Goodson-Espy, Tracy; Cifarelli, Victor V.; Pugalee, David; Lynch-Davis, Kathleen; Morge, Shelby; Salinas, Tracie
2014-01-01
This study explored how mathematics content and methods courses for preservice elementary and middle school teachers could be improved through the integration of a set of instructional materials based on the National Assessment of Educational Progress (NAEP). A set of eight instructional modules was developed and tested. The study involved 7…
Expectations and Implementations of the Flipped Classroom Model in Undergraduate Mathematics Courses
ERIC Educational Resources Information Center
Naccarato, Emilie; Karakok, Gulden
2015-01-01
The flipped classroom model is being used more frequently in undergraduate mathematics courses. As with any new teaching model, in-depth investigations of both various implementation styles and how the new model improves student learning are needed. Currently, many practitioners have been sharing their implementations of this model. However, there…
Teaching the Blue-Eyed Islanders Puzzle in a Liberal Arts Mathematics Course
ERIC Educational Resources Information Center
Shea, Stephen
2012-01-01
The blue-eyed islanders puzzle is an old and challenging logic puzzle. This is a narrative of an experience introducing a variation of this puzzle on the first day of classes in a liberal arts mathematics course for non-majors. I describe an exercise that was used to facilitate the class's understanding of the puzzle.
ERIC Educational Resources Information Center
Jackman, Susan; Goldfinch, Judy; Searl, John
2001-01-01
Describes the introduction and evaluation of the effectiveness of a single group project given at a new university, and 10 individual tasks at an ancient university, to devise appropriate and relevant assessments for first-year service mathematics courses for science and engineering. Studies the effects of these tasks on attitudes toward…
A Digital Storytelling Study Project on Mathematics Course with Preschool Pre-Service Teachers
ERIC Educational Resources Information Center
Inan, Cemil
2015-01-01
Digital storytelling technique is based on a presentation of course content in a story form using multimedia tools. In this study, digital stories were designed for mathematics instruction with preschool pre-service teachers. At the end of the six-week study, preschool students viewed the digital stories created. The study aimed to determine the…
ERIC Educational Resources Information Center
Tra, Yolande V.; Evans, Irene M.
2010-01-01
"BIO2010" put forth the goal of improving the mathematical educational background of biology students. The analysis and interpretation of microarray high-dimensional data can be very challenging and is best done by a statistician and a biologist working and teaching in a collaborative manner. We set up such a collaboration and designed a course on…
ERIC Educational Resources Information Center
Folds, Lea D.; Tanner, C. Kenneth
2014-01-01
The purpose of this study was to analyze the relations among socioeconomic status, highest-level mathematics course, absenteeism, student mobility and measures of work readiness of high school seniors in Georgia. Study participants were 476 high school seniors in one Georgia county. The full regression model explained 27.5% of the variance in…
ERIC Educational Resources Information Center
Lindenskov, Lena
This paper reports on a pilot study in the Danish "Profile in Mathematics" project implemented by the Directorate General for Employment, Placement and Vocational Training and the Ministry of Education. The pilot study develops and tests specific guidance materials to guide participants and teachers through a course for crane workers that teaches…
Tertiary Bridging Courses in Science and Mathematics for Second Chance Students in Australia.
ERIC Educational Resources Information Center
Fraser, Barry J.; And Others
1990-01-01
Programs designed to enable Australian aborigines who had not successfully completed high school to qualify for science- and mathematics-related courses in higher education emphasize diagnostic testing, individualized instruction, short-term goals, and learner independence. Tutors have instructional, management, and support roles. Some early…
Patient Simulation Software to Augment an Advanced Pharmaceutics Course
Schonder, Kristine
2011-01-01
Objective To implement and assess the effectiveness of adding a pharmaceutical care simulation program to an advanced therapeutics course. Design PharmaCAL (University of Pittsburgh), a software program that uses a branched-outcome decision making model, was used to create patient simulations to augment lectures given in the course. In each simulation, students were presented with a challenge, given choices, and then provided with consequences specific to their choices. Assessments A survey was administered at the end of the course and students indicated the simulations were enjoyable (92%), easy to use (90%), stimulated interest in critically ill patients (82%), and allowed for application of lecture material (91%). A 5-item presimulation and postsimulation test on the anemia simulation was administered to assess learning. Students answered significantly more questions correctly on the postsimulation test than on the presimulation test (p < 0.001). Seventy-eight percent of students answered the same 5 questions correctly on the final examination. Conclusion Patient simulation software that used a branched-outcome decision model was an effective supplement to class lectures in an advanced pharmaceutics course and was well-received by pharmacy students. PMID:21519411
ERIC Educational Resources Information Center
Hagopian, Tim
In response to a decision at Worcester State College (Massachusetts) that remedial mathematics and other mathematics courses should be taught in a non-lecture format--learning by doing rather than by watching--a math computer lab was created. Three courses each have a 1-hour lecture per week, with students responsible for all additional learning…
NASA Astrophysics Data System (ADS)
Oquendo-Rodriguez, Aida L.
Professions and careers related to science and mathematics lack representation of minorities. Within these underrepresented minority populations there is no other group more affected than Latina women and girls. Women in general, are still underrepresented in many areas of our society. While women's roles are changing in today's society, most changes encourage the participation of more White/Anglo women in traditionally male roles. Latina women are still more disadvantaged than White women. There is no doubt that education is significant in increasing the participation of minorities in the fields of science and mathematics, especially for minority girls (Oakes, 1990; Rodriguez, 1993). This study explored the interests, life experiences, characteristics and motivations of Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses. The study identifies factors that can influence the interest of Latina girls of Puerto Rican origin in science and mathematics career choices. This research is significant and relevant to educators and policy makers, especially to science and mathematics educators. The research is primarily descriptive and exploratory. It explores the social characteristics of Latina girls and professional women who have been successful in science and mathematics high school courses. The research offers the reader a visit to the participants' homes with descriptions and the opportunity to explore the thoughts and life experiences of Latina girls, their mothers and young Latina professionals of Puerto Rican origin. This research reveals the common characteristics of successful students found in the Latina girls of Puerto Rican origin who where interviewed. Creating a portrait of Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses in one of the school districts of western Massachusetts. The research findings reveal that teacher relationships, family expectations
NASA Astrophysics Data System (ADS)
Stacey, Kaye; MacGregor, Mollie
1991-06-01
Student teachers who are recent migrants to Australia from non-English-speaking countries experience difficulties in mathematics method courses and in teaching practice, but there are no published reports of research into their difficulties. This paper reports on a preliminary investigation into how students with limited English skills perceive their problems and how they think courses could be adapted to meet their needs. Information was obtained from a questionnaire, by conversation with individual students, by observation of micro-teaching sessions and teaching practice, and from a student counsellor. The factor which most concerned the repondents to the questionnaire was the difficulty which pupils might have in understanding their speech. The results of the study highlight the present lack of resources to provide intensive training for student teachers in the use of specifically mathematical English. The teacher education course was identified as the only vehicle available to them for improving their English.
ERIC Educational Resources Information Center
Rasmussen, Chris; Kwon, Oh Nam; Allen, Karen; Marrongelle, Karen; Burtch, Mark
2006-01-01
This paper provides an overview of the Inquiry-Oriented Differential Equations (IO-DE) project and reports on the main results of a study that compared students' beliefs, skills, and understandings in IO-DE classes to more conventional approaches. The IO-DE project capitalizes on advances within mathematics and mathematics education, including the…
Gendered Fields: Sports and Advanced Course Taking in High School
Pearson, Jennifer; Crissey, Sarah R.; Riegle-Crumb, Catherine
2010-01-01
This study explores the association between sports participation and course taking in high school, specifically comparing subjects with varied gendered legacies—science and foreign language. Analyses of a nationally representative longitudinal sample (N=5,447) of U.S. adolescents from the National Longitudinal Study of Adolescent Health and the linked Adolescent Health and Academic Achievement transcript study show that male and female athletes are more likely than non-athletes to take both advanced foreign language and Physics, largely because of their higher academic orientation. However, the association between sports participation and course taking was strongest for girls’ Physics coursework, suggesting that sports may provide girls with a unique opportunity to develop the skills and confidence to persevere in the masculine domain of science. PMID:20221304
ERIC Educational Resources Information Center
Asing-Cashman, Joyce G.
2011-01-01
The purpose of this qualitative case study was to examine the modeling of technology by mathematics professors in two universities in teaching required courses for secondary level pre-service mathematics teachers. Six professors participated in this case study. Their responses were documented in pre- and post-interviews and data were gathered from…
Secondary School Advanced Mathematics, Chapter 8, Systems of Equations. Student's Text.
ERIC Educational Resources Information Center
Stanford Univ., CA. School Mathematics Study Group.
This text is the last of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. In this volume the solution of systems of linear and quadratic equations and inequalities in…
ERIC Educational Resources Information Center
Weber, Keith
2009-01-01
This paper presents a case study of a highly successful student whose exploration of an advanced mathematical concept relies predominantly on syntactic reasoning, such as developing formal representations of mathematical ideas and making logical deductions. This student is observed as he learns a new mathematical concept and then completes…
NASA Astrophysics Data System (ADS)
Kingsbury, Cheryl D.
Academic departments in the areas of science, technology, engineering, and mathematics, strive to develop in students the ability to problem solve, analyze, and to critically think about solutions to problems. Academic departments are committed to success, yet retention rates are lower than would be expected for females in science, technology, engineering, and mathematics fields of study, where female students are underrepresented. The purpose of the study was to explore the perceptions of male and female traditional and nontraditional students who participated in a science, technology, engineering or mathematics STEM course during the spring 2010 semester regarding peer tutoring, and to understand why females are underrepresented and not retained at the same level as males in science, technology, engineering and mathematics STEM courses at the University of North Dakota. The participants in this quantitative study were students enrolled at the University of North Dakota who voluntarily completed a peer tutoring usage survey. A total of 231 students enrolled in Concepts of Biology (Biol 111), Introduction to Chemistry (Chem 115), Advanced Applications of CADD (Tech 202), Material Properties and Selection (ME 313), and College Algebra (Math 103), completed a survey about their spring 2010 semester. Five research questions searched for the differences between male and female perceptions regarding peer tutoring, a component of student retention. The independent variable was gender, the dependent variables were the factors regarding peer tutoring: academic preparedness, academic support and cost, and demographics. Two significant differences were found: (a) females viewed themselves as less prepared for science, technology, engineering, and mathematics courses than did male students, and (b) females were more in favor of the costs of peer tutoring than were male students. These findings support Merton's Self-fulfilling Prophecy Theory. Female students perceived
ERIC Educational Resources Information Center
O'Donoghue, J.; Bajpai, A. C.
1979-01-01
Describes experiences with a Keller-style computer studies course for future mathematics teachers. Aspects of the implementation are detailed, the motivation for thoughts behind the course are discussed, and the evaluation of student performance is supplemented by students' reactions to the course as measured by a semantic differential.…
ERIC Educational Resources Information Center
Logue, A. W.; Watanabe-Rose, Mari; Douglas, Daniel
2016-01-01
Many college students never take, or do not pass, required remedial mathematics courses theorized to increase college-level performance. Some colleges and states are therefore instituting policies allowing students to take college-level courses without first taking remedial courses. However, no experiments have compared the effectiveness of these…
Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses
NASA Astrophysics Data System (ADS)
Brand, Brenda R.; Wilkins, Jesse L. M.
2007-04-01
The focus of this study was elementary preservice teachers’ development as effective teachers of science and mathematics as influenced by their participation in elementary science and mathematics methods courses. Preservice teachers’ reports of factors that influenced their perception of their teaching abilities were analyzed according to Bandura’s (1994) 4 sources of efficacy: mastery experiences, vicarious experiences, social persuasion, and stress reduction. This investigation allowed the researchers to evaluate the courses based on these sources. The analysis indicated all 4 sources influenced preservice teachers’ teaching self-efficacy beliefs, with mastery experiences considered the most influential. Embedded within discussions of mastery experiences were references to the other sources of efficacy, which suggest an interrelationship between mastery experiences and the other sources.
Conceptual writing in college-level mathematics courses and its impact on performance and attitude
NASA Astrophysics Data System (ADS)
Van Dyke, Frances; Malloy, Elizabeth J.; (Lyn) Stallings, Virginia
2015-02-01
This study looks at the impact of college students' writing on a regular basis about mathematical concepts. Specifically we examine the effect of this practice on performance and attitude while controlling for confounding factors. Two professors and a total of 97 students in four different classes participated in the study. Students in the writing groups were required to write a total of eight papers, each concentrating on an important concept in the course. All students were given a visual skills assessment at the beginning and end of the course. Students in the writing group were assessed to determine their attitude toward the writing assignments. Positive trends were associated with the writing group over the non-writing group in overall score and in all but one of six individual components. However, within the writing group, students' attitude toward writing in mathematics class was negative.
NASA Astrophysics Data System (ADS)
Akkoç, Hatice
2015-11-01
This paper focuses on a specific aspect of formative assessment, namely questioning. Given that computers have gained widespread use in learning and teaching, specific attention should be made when organizing formative assessment in computer learning environments (CLEs). A course including various workshops was designed to develop knowledge and skills of questioning in CLEs. This study investigates how pre-service mathematics teachers used formative questioning with technological tools such as Geogebra and Graphic Calculus software. Participants are 35 pre-service mathematics teachers. To analyse formative questioning, two types of questions are investigated: mathematical questions and technical questions. Data were collected through lesson plans, teaching notes, interviews and observations. Descriptive statistics of the number of questions in the lesson plans before and after the workshops are presented. Examples of two types of questions are discussed using the theoretical framework. One pre-service teacher was selected and a deeper analysis of the way he used questioning during his three lessons was also investigated. The findings indicated an improvement in using technical questions for formative purposes and that the course provided a guideline in planning and using mathematical and technical questions in CLEs.
Project for the Institution of an Advanced Course in Physics
NASA Astrophysics Data System (ADS)
Teodorani, M.; Nobili, G.
2006-06-01
A project for an advanced course in physics at the master level, is presented in great detail. The goal of this project is to create a specific and rigorous training for those who want to carry out experimental and theoretical research on "anomalies" in physical science, especially from the point of view of atmospheric physics, plasma physics, photonic physics, biophysics, astronomy and astrophysics. A specific training in powering mental skills is planned as well. The planned teaching program is presented as a two-year course where the following subjects are intended to be taught: cognitive techniques (I and II), radiation physics (I and II), biophysics (I and II), bioastronomy (I and II), history of physics (I and II), didactics of physics, physics of atmospheric plasmas, physics of non-stationary photonic events, physics of non-linear processes, complements of quantum mechanics, quantum informatics, research methodology in physics and astronomy, computer science methods in physics and astronomy, optoelectronics, radioelectronics. Detailed teaching programs, didactics methods, and performance evaluation, are presented for each subject. The technical content of this project is preceded by an ample introduction that shows all the reasons of this kind of physics course, particularly aimed at innovation in physical science.
ERIC Educational Resources Information Center
Kiss, Gabor
2012-01-01
An analysis of Information Technology knowledge of Hungarian and Romanian students was made with the help of a self developed web based Informatics Test. The goal of this research is an analysis of the Computer Science knowledge level of Hungarian and Romanian students attending a Science course or a Mathematics-Informatics course. Analysed was…
ERIC Educational Resources Information Center
Iler, H. Darrell; Brown, Amber; Landis, Amanda; Schimke, Greg; Peters, George
2014-01-01
A numerical analysis of the free radical addition polymerization system is described that provides those teaching polymer, physical, or advanced organic chemistry courses the opportunity to introduce students to numerical methods in the context of a simple but mathematically stiff chemical kinetic system. Numerical analysis can lead students to an…
ERIC Educational Resources Information Center
Falsetti, Marcela; Alvarez, Marisa
2015-01-01
We present an analysis of students' formal constructions in mathematics regarding to syntactic, semantic and pragmatic aspects. The analyzed tasks correspond to students of the Course of Mathematics for the admission to the university. Our study was qualitative, consisted in the identification, analysis and interpretation, focused in logic…
ERIC Educational Resources Information Center
Ellington, Aimee J.; Wilson, Jill H.; Nugent, Jeffrey S.
2011-01-01
This article details the use of tablet PCs in a mathematics content course for future Mathematics Specialists. Instructors used tablet PCs instead of a traditional whiteboard to capture demonstration and discussion. Students were grouped for collaborative problem solving and exploration exercises. Each group was provided with a tablet PC for…
ERIC Educational Resources Information Center
Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah
2016-01-01
This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities,…
NASA Astrophysics Data System (ADS)
Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah
2016-02-01
This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities, separately targeting elementary and secondary pre-service teachers. Classroom observation established that the courses were taught with student-centred methods that were comparable to those used in IBL courses for students in mathematics-intensive fields at the same institutions. To measure pre-service teachers' gains in mathematical knowledge for teaching, we administered the Learning Mathematics for Teaching (LMT) instrument developed by Hill, Ball and Schilling for in-service teacher professional development. Results from the LMT show that pre-service teachers made significant score gains from beginning to end of their course, while data from interviews and from surveys of learning gains show that pre-service teachers viewed their gains as relevant to their future teaching work. Measured changes on pre-/post-surveys of attitudes and beliefs were generally supportive of learning mathematics but modest in magnitude. The study is distinctive in applying the LMT to document pre-service teachers' growth in mathematical knowledge for teaching. The study also suggests IBL is an approach well suited to mathematics departments seeking to strengthen their pre-service teacher preparation offerings in ways consistent with research-based recommendations.
ERIC Educational Resources Information Center
Agyei, Douglas D.; Voogt, Joke M.
2015-01-01
This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics…
ERIC Educational Resources Information Center
Deshler, Jessica; Fuller, Edgar
2016-01-01
Approximately 30% of students entering West Virginia University (WVU) are not ready for college mathematics. The WVU Department of Mathematics has been tasked with remediating these students and has worked over the last decade to find the most efficient way to teach the Pre-College Algebra Workshop; the prerequisite course students must complete…
The Effect of a Web-Based Homework System on Student Outcomes in a First-Year Mathematics Course
ERIC Educational Resources Information Center
Lenz, Laurie
2010-01-01
Web-based homework (WBH) systems are being utilized in many college mathematics classrooms. Do these systems have an effect on student outcomes when compared to traditional paper-and-pencil homework (PPH)? This study compares student outcomes in multiple sections of a required mathematics course. The sections differed only in the homework delivery…
ERIC Educational Resources Information Center
Green, Ellen Yvonne
2010-01-01
Students who make adequate yearly progress in grade-level mathematics courses should expect to pass the mathematics portion of their high school exit exam on the first attempt. Expectation theory states that teachers' beliefs about their own students are an important factor in students' success. The purpose of this nonexperimental study was to…
The Interactive Impact of Race and Gender on High School Advanced Course Enrollment
ERIC Educational Resources Information Center
Corra, Mamadi; Carter, J. Scott; Carter, Shannon K.
2011-01-01
Data from the North Carolina Department of Public Instruction archive are used to assess the joint effect of race and gender on advanced academic (advanced placement and honors) course enrollment within a school district with an open enrollment policy. Using student SAT scores; the authors compare expected levels of advanced course enrollment for…
Heavenly Mathematics & Cultural Astronomy: A Course at the National University of Singapore
NASA Astrophysics Data System (ADS)
Aslaksen, Helmer
2010-10-01
I have introduced a general education course called Heavenly Mathematics and Cultural Astronomy [2] at the National University of Singapore. The goal of this course is to study astronomy in a cultural context with a tropical emphasis. Most astronomy books are written from a high northern latitude point of view, but Singapore is almost on the equator, so I aim to be ``hemispherically-correct''. Singapore is also a multi-racial society, where public holidays are determined using the Gregorian, Chinese, Islamic and Indian calendars. The course starts with an introduction to observational astronomy with an emphasis on the appearance of the Sun and the Moon from different parts of the world. I then give a fairly detailed description of the Gregorian, Chinese, Islamic and Indian calendars [1, 4, 5], and finish with a thorough discussion of the analemma, equation of time and navigation [3]. Being a mathematician, my approach is quite mathematical, but my emphasis is on geometrical reasoning. Formulas and computations may scare some students away, but they are surprisingly willing to struggle with complicated spatial visualization.
ERIC Educational Resources Information Center
Lew, Kristen; Fukawa-Connelly, Timothy Patrick; Mejía-Ramos , Juan Pablo; Weber, Keith
2016-01-01
We describe a case study in which we investigate the effectiveness of a lecture in advanced mathematics. We first videorecorded a lecture delivered by an experienced professor who had a reputation for being an outstanding instructor. Using video recall, we then interviewed the professor to determine the ideas that he intended to convey and how he…
ERIC Educational Resources Information Center
Czaplewski, John Robert
2014-01-01
A medium-sized accredited public university located in southeastern Minnesota has been offering an introductory undergraduate mathematics course with a consistent curriculum in two instructional formats: face-to-face and blended. Previously the course was offered only through a face-to-face instructional format while currently, it is only offered…
ERIC Educational Resources Information Center
Kesianye, Sesutho; Garegae, Kgomotso; Chakalisa, Paul; Mogotsi, Salome
2014-01-01
This study, a survey of University of Botswana mathematics pre-service student-teachers taking introductory methods courses, was conducted to find aspects of the courses they perceived to be their priority learning desires. It aimed at evaluating whether student-teachers perceived ideas could be tapped into towards improvement of the teacher…
Gender Differences in the Use and Benefit of Advanced Learning Technologies for Mathematics
ERIC Educational Resources Information Center
Arroyo, Ivon; Burleson, Winslow; Tai, Minghui; Muldner, Kasia; Woolf, Beverly Park
2013-01-01
We provide evidence of persistent gender effects for students using advanced adaptive technology while learning mathematics. This technology improves each gender's learning and affective predispositions toward mathematics, but specific features in the software help either female or male students. Gender differences were seen in the students' style…
ERIC Educational Resources Information Center
Nabb, Keith A.
2013-01-01
The research literature has made calls for greater coherence and consistency with regard to the meaning and use of the term advanced mathematical thinking (AMT) in mathematics education (Artigue, Batanero, & Kent, 2007; Selden & Selden, 2005). Educators and researchers agree that students should be engaged in AMT but it is unclear…
Dropping Out of Advanced Mathematics: How Much Do Students and Schools Contribute to the Problem?
ERIC Educational Resources Information Center
Ma, Xin; Willms, J. Douglas
1999-01-01
Uses data from six waves of the Longitudinal Study of American Youth to discern when and why students drop out of advanced mathematics. Between grades 8 and 9, prior achievement plays a more important role than attitude or socioeconomic status, and between grades 11 and 12, student attitude toward mathematics is the most important factor. (SLD)
Origins of the brain networks for advanced mathematics in expert mathematicians.
Amalric, Marie; Dehaene, Stanislas
2016-05-01
The origins of human abilities for mathematics are debated: Some theories suggest that they are founded upon evolutionarily ancient brain circuits for number and space and others that they are grounded in language competence. To evaluate what brain systems underlie higher mathematics, we scanned professional mathematicians and mathematically naive subjects of equal academic standing as they evaluated the truth of advanced mathematical and nonmathematical statements. In professional mathematicians only, mathematical statements, whether in algebra, analysis, topology or geometry, activated a reproducible set of bilateral frontal, Intraparietal, and ventrolateral temporal regions. Crucially, these activations spared areas related to language and to general-knowledge semantics. Rather, mathematical judgments were related to an amplification of brain activity at sites that are activated by numbers and formulas in nonmathematicians, with a corresponding reduction in nearby face responses. The evidence suggests that high-level mathematical expertise and basic number sense share common roots in a nonlinguistic brain circuit. PMID:27071124
ERIC Educational Resources Information Center
Reppert, James E.
In an advanced oral communication course, students make five major presentations. One of the foundations of extemporaneous speaking is the ability to outline relevant points and phrases in a coherent, orderly manner. Advanced students must be able to take any topic and dissect it quickly to determine the most succinct way to present it to an…
Caudill, Lester; Hill, April; Lipan, Ovidiu
2010-01-01
Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics. PMID:20810953
NASA Astrophysics Data System (ADS)
Ganikhodjaev, Nasir; Mukhamedov, Farrukh; Hee, Pah Chin
2013-04-01
The 4th International Conference on the Advancement of Science and Technology 2012 (iCAST 2012), with theme 'Contemporary Mathematics, Mathematical Physics and their Applications', took place in Kuantan, Malaysia, from Wednesday 7 to Friday 9 November 2012. The conference was attended by more than 100 participants, and hosted about 160 oral and poster papers by more than 140 pre-registered authors. The key topics of the 4th iCAST 2012 include Pure Mathematics, Applied Mathematics, Theoretical/Mathematical Physics, Dynamical Systems, Statistics and Financial Mathematics. The scientific program was rather full since after the Keynote and Invited Talks in the morning, four parallel sessions ran every day. However, according to all attendees, the program was excellent with a high level of talks and the scientific environment was fruitful; thus all attendees had a creative time. The conference aimed to promote the knowledge and development of high-quality research in mathematical fields concerned with the application of other scientific fields as well as modern technological trends in physics, chemistry, biology, medicine, economics, sociology and environmental sciences. We would like to thank the Keynote and the Invited Speakers for their significant contributions to 4th iCAST 2012. We would also like to thank the members of the International Scientific Committee and the members of the Organizing Committee. We cannot end without expressing our many thanks to International Islamic University Malaysia and our sponsors for their financial support . This volume presents selected papers which have been peer-reviewed. The editors hope that it may be useful and fruitful for scholars, researchers, and advanced technical members of the industrial laboratory facilities for developing new tools and products. Guest Editors Nasir Ganikhodjaev, Farrukh Mukhamedov and Pah Chin Hee The PDF contains the committee lists, board list and biographies of the plenary speakers.
Total Quality Management in the Classroom: Applications to University-Level Mathematics.
ERIC Educational Resources Information Center
Williams, Frank
1995-01-01
Describes a Total Quality Management-based system of instruction that is used in a variety of undergraduate mathematics courses. The courses that incorporate this approach include mathematics appreciation, introductory calculus, and advanced applied linear algebra. (DDR)
NASA Astrophysics Data System (ADS)
Hayali, Tolga
This study examined the relationship between 2011 freshman college mathematics and science grades and freshman students' high school academics and demographic data, exploring the factors that contribute to the success of first-year STEM majoring freshman students at State University of New York at Oswego. The variables were Gender, Race, SES, School Size, Parent with College Education, High School Grade Point Average (HSGPA), Transfer Credit, SAT Composite Score, and New York State Regents Exam results, based on data from 237 freshman students entering college immediately following high school. The findings show HSGPA as a significant predictor of success in freshman College Mathematics and Sciences, Transfer Credit as a significant predictor in College Mathematics and College Chemistry, SES as a significant predictor in College Biology and College Chemistry, Parent with College Education as a significant predictor in College Biology and New York State Chemistry Regents Exam as a significant predictor in College Chemistry. Based on these findings, guidance counselors, science educators, and education institutions can develop a framework to determine which measurements are meaningful and advise students to focus on excellent performance in the Chemistry Regents Exams, take more college courses during high school, and maintain a high grade point average.
NASA Astrophysics Data System (ADS)
Mountcastle, Donald B.; Bucy, Brandon R.; Thompson, John R.
2007-11-01
Equilibrium properties of macroscopic systems are highly predictable as n, the number of particles approaches and exceeds Avogadro's number; theories of statistical physics depend on these results. Typical pedagogical devices used in statistical physics textbooks to introduce entropy (S) and multiplicity (ω) (where S = k ln(ω)) include flipping coins and/or other equivalent binary events, repeated n times. Prior to instruction, our statistical mechanics students usually gave reasonable answers about the probabilities, but not the relative uncertainties, of the predicted outcomes of such events. However, they reliably predicted that the uncertainty in a measured continuous quantity (e.g., the amount of rainfall) does decrease as the number of measurements increases. Typical textbook presentations assume that students understand that the relative uncertainty of binary outcomes will similarly decrease as the number of events increases. This is at odds with our findings, even though most of our students had previously completed mathematics courses in statistics, as well as an advanced electronics laboratory course that included statistical analysis of distributions of dart scores as n increased.
NASA Astrophysics Data System (ADS)
Robbins, Dennis; Ford, S.
2014-01-01
The NSF-supported “AstroCom NYC” program, a collaboration of the City University of New York, American Museum of Natural History (AMNH), and Columbia University has the explicit goal of increasing the participation of underrepresented minorities in astronomy and astrophysics by providing pedagogical mentoring and research experiences to undergraduate students. To supplement AstroCom scholars' undergraduate course work, and as a gateway to summer astrophysics research opportunities, we implemented a course called “Methods of Scientific Research” (MSR). The semester-long MSR course emphasizes the study of data using computers and other digital tools in a laboratory environment that encourages collaborative and active learning. We enroll early physical science majors and deliberately seek to inculcate habits of mind needed for science research, including assigning physical meaning to variables and measurements; engaging in mathematical modeling; quantifying error; eliminating bias; proposing hypotheses; creating predictions; testing predictions. Using laptop computers interfaced with probeware, students collect and analyze data using graphing software. Students study concepts such as motion, temperature, magnetism, electricity, gas pressure, and force with open-ended investigations where large data sets can be readily collected and replicated during a course meeting. Students are guided to examine data for patterns and trends, to make meaning of descriptive statistics such as means, standard deviations, maximum and minimum values, correlation coefficients and root mean square error values, and in general to understand, judge, and describe the studied phenomena based on data. A secondary goal of the course is to familiarize students with the facilities at AMNH, where they will do summer research as part of AstroCom NYC, in an effort to build a sense of belonging and to help them begin to self-identify as a scientist. We will discuss some our activities and
ERIC Educational Resources Information Center
Chamberlin, Michelle T.
2013-01-01
In a mathematics course for prospective elementary teachers, we strove to model standards-based pedagogy. However, an end-of-class reflection revealed the prospective teachers were considering incorporating standards-based strategies in their future classrooms in ways different from our intent. Thus, we drew upon the framework presented by Simon,…
ERIC Educational Resources Information Center
Rust, Amber Heller
2011-01-01
When a student is not successful in mathematics, teachers frequently assume the difficulty lies within the student's mathematical ability or negative disposition towards mathematics, but the difficulty may lie with the student's reading comprehension (Draper, Smith, Hall, & Siebert, 2005; Kane, Byrne, & Hater, 1974). Many…
OpenCourseWare Resources for Advanced High School Study
ERIC Educational Resources Information Center
Carson, Steve
2008-01-01
In 2000, the Massachusetts Institute of Technology (MIT) faculty first proposed putting the course materials from all 1,800 MIT classes online, free of charge. The idea behind MIT OpenCourseWare (OCW) was to use the Internet for more than just distance learning. When MIT began placing the course materials online in 2002 and 2003, the audience…
An Intermediate-Advanced Level Cambodian Refresher Course.
ERIC Educational Resources Information Center
Purtle, Dale I.; And Others
This eight-volume audiolingual course in Standard Cambodian has been prepared for students who have completed either an introductory college-level course of one year or have had an intensive course of several months. Material in the first two volumes, "Book I--Part One" and "Book I--Part Two," introduces the sound system with phonology drills and…
Advanced Training Course for School Bus Drivers. A Manual for Instructors.
ERIC Educational Resources Information Center
New York State Education Dept., Albany.
This manual provides the basis for a 10-hour advanced course of instruction to be offered for those school bus drivers who have successfully completed a basic course. The course is composed of five units. The pupil control unit attempts to develop in the school bus driver an understanding of the functions of discipline and his relationship to the…
ERIC Educational Resources Information Center
Tung, Ming-Chih; Huang, Jiung-yao; Keh, Huan-Chao; Wai, Shu-shen
2009-01-01
High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military…
Evans, Irene M.
2010-01-01
BIO2010 put forth the goal of improving the mathematical educational background of biology students. The analysis and interpretation of microarray high-dimensional data can be very challenging and is best done by a statistician and a biologist working and teaching in a collaborative manner. We set up such a collaboration and designed a course on microarray data analysis. We started using Genome Consortium for Active Teaching (GCAT) materials and Microarray Genome and Clustering Tool software and added R statistical software along with Bioconductor packages. In response to student feedback, one microarray data set was fully analyzed in class, starting from preprocessing to gene discovery to pathway analysis using the latter software. A class project was to conduct a similar analysis where students analyzed their own data or data from a published journal paper. This exercise showed the impact that filtering, preprocessing, and different normalization methods had on gene inclusion in the final data set. We conclude that this course achieved its goals to equip students with skills to analyze data from a microarray experiment. We offer our insight about collaborative teaching as well as how other faculty might design and implement a similar interdisciplinary course. PMID:20810954
Advanced Mathematics. Training Module 1.303.3.77.
ERIC Educational Resources Information Center
Kirkwood Community Coll., Cedar Rapids, IA.
This document is an instructional module prepared in objective form for use by an instructor familiar with mathematics as applied to water and wastewater treatment plant operation. Included are objectives, instructor guides and student handouts. This is the third level of a three module series and is concerned with statistics, total head, steady…
ERIC Educational Resources Information Center
Post, Thomas R.; Medhanie, Amanuel; Harwell, Michael; Norman, Ke Wu; Dupuis, Danielle N.; Muchlinski, Thomas; Andersen, Edwin; Monson, Debra
2010-01-01
This retrospective study examined the impact of prior mathematics achievement on the relationship between high school mathematics curricula and student postsecondary mathematics performance. The sample (N = 4,144 from 266 high schools) was partitioned into 3 strata by ACT mathematics scores. Students completing 3 or more years of a commercially…
Innovations in Science and Mathematics Education: Advanced Designs for Technologies of Learning.
ERIC Educational Resources Information Center
Jacobson, Michael J., Ed.; Kozma, Robert B., Ed.
This collection of essays consists of current work that addresses the challenge not just to put the newest technologies in schools, but to identify advanced ways to design and use these new technologies to advance learning. These essays are intended for science and mathematics educators, educational and cognitive researchers, instructional…
Using the Common Core State Standards for Mathematics with Gifted and Advanced Learners
ERIC Educational Resources Information Center
Johnsen, Susan K., Ed.; Sheffield, Linda J., Ed.
2012-01-01
"Using the Common Core State Standards for Mathematics With Gifted and Advanced Learners" provides teachers and administrators examples and strategies to implement the new Common Core State Standards (CCSS) with advanced learners at all stages of development in K-12 schools. The book describes--and demonstrates with specific examples from the…
Hoskinson, Anne-Marie
2010-01-01
Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical-biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity to build both content and process learning of mathematical models, the modeling process, and the cooperative process. There was little guidance from the literature on how to build such a course. Here, I describe the iterative process of developing such a course, beginning with objectives and choosing content and process competencies to fulfill the objectives. I include some inductive heuristics for instructors seeking guidance in planning and developing their own courses, and I illustrate with a description of one instructional model cycle. Students completing this class reported gains in learning of modeling content, the modeling process, and cooperative skills. Student content and process mastery increased, as assessed on several objective-driven metrics in many types of assessments. PMID:20810966
2016-01-01
Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic number line task, which required mapping positive and negative numbers on a physical horizontal line, and has been shown to correlate with more advanced numerical abilities and mathematical achievement. We found that mathematicians were more accurate compared with nonmathematicians when mapping positive, but not negative numbers, which are considered numerical primitives and cultural artifacts, respectively. Moreover, performance on positive number mapping could predict whether one is a mathematician or not, and was mediated by more advanced mathematical skills. This finding might suggest a link between basic and advanced mathematical skills. However, when we included visuospatial skills, as measured by block design subtest, the mediation analysis revealed that the relation between the performance in the number line task and the group membership was explained by non-numerical visuospatial skills. These results demonstrate that relation between basic, even specific, numerical skills and advanced mathematical achievement can be artifactual and explained by visuospatial processing. PMID:26913930
ERIC Educational Resources Information Center
Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa
2011-01-01
The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…
Expectations and implementations of the flipped classroom model in undergraduate mathematics courses
NASA Astrophysics Data System (ADS)
Naccarato, Emilie; Karakok, Gulden
2015-10-01
The flipped classroom model is being used more frequently in undergraduate mathematics courses. As with any new teaching model, in-depth investigations of both various implementation styles and how the new model improves student learning are needed. Currently, many practitioners have been sharing their implementations of this model. However, there has not yet been an investigation of the various implementations of the model to discern general trends in this movement. With this research goal in mind, we conducted a study exploring various implementations of the flipped classroom model by interviewing 19 faculty members who experienced using this model at 14 different institutes. Results indicate that participants had similar motivations for implementation; however, subsequent implementations were different. In addition, we share participants' perspectives on (a) student learning of pre-requisite, procedural and conceptual knowledge, and (b) how this particular model promotes such knowledge developments. Finally, we provide suggestions for future implementations and research regarding this particular teaching model.
NASA Astrophysics Data System (ADS)
Carrere, C.; Milesi, S.; Lapyckyj, I.; Ravera, E.; Escher, L.; Miyara, A.; Pita, G.; Añino, M.
2016-04-01
Bioengineering is currently considered an interdisciplinary professional field which provides solutions to different problems arising in the area of health care. Its strategic importance is widely acknowledged since its developments and proposals could help diminish the level of technological dependence in the sector. The fast pace of innovation in the area of biomedical technology gives rise to permanent reflection on the learning goals and teaching strategies proposed by educators in the different training stages of a bioengineer. In this context, learning assessment appears as a controversial issue which needs to be debated and rethought. This paper describes the reflections of teachers of a Mathematics course within a Bioengineering program around the question, What approach to assessment favors the student’s participation, autonomy and training as a future bioengineer? The investigation was carried out in the framework of a Participatory Research Action project and helped us to redesign assessment activities from a different perspective.
Learner-Centered Strategies and Advanced Mathematics: A Study of Students' Perspectives
ERIC Educational Resources Information Center
Ortiz-Robinson, Norma L.; Ellington, Aimee J.
2009-01-01
A number of learner-centered strategies were implemented during a two-semester course in real analysis that is traditionally taught in lecture format. We seek to understand the role that these strategies can have in this proof-intensive theoretical mathematics classroom and the perceived benefits by the students. Although learner-centered…
Nuclear Technology Series. Course 22: Advanced Radionuclide Analysis.
ERIC Educational Resources Information Center
Center for Occupational Research and Development, Inc., Waco, TX.
This technical specialty course is one of thirty-five courses designed for use by two-year postsecondary institutions in five nuclear technician curriculum areas: (1) radiation protection technician, (2) nuclear instrumentation and control technician, (3) nuclear materials processing technician, (4) nuclear quality-assurance/quality-control…
A Model for Improving "Advanced" Courses in Physics
ERIC Educational Resources Information Center
Friedman, Charles P.
1972-01-01
Individualized instruction similar to the Keller plan with two additional features: (1) student freedom in selecting his own procedure for mastering the course material; (2) some variety in topics studied by each student. Describes two successful trials of this plan in an atomic physics course at MIT. (Author/DF)
An Intermediate-Advanced Level Thai Refresher Course.
ERIC Educational Resources Information Center
Shaweevongs, Chuan: And Others
The audiolingual materials in this six-volume Thai series have been prepared for students who have either completed an introductory college-level Thai course of one year or more, or have had an intensive course of several months. The first two volumes, Books I and II, consist of five units each, with each unit containing the following lessons--(1)…
ERIC Educational Resources Information Center
Matthews, Michael E.; Seaman, Walter I.
2007-01-01
Preservice elementary teachers have been shown to generally possess poor mathematical knowledge (e.g. Goulding, Rowland, & Barber, 2002) and also strong negative attitudes toward mathematics (e.g. MacNab & Payne, 2004). Recently, national organizations have proposed interventions to address these issues (Conference Board of the Mathematical…
COURSE OUTLINE AND TEACHING GUIDE FOR ADVANCED STANDING ENGLISH II.
ERIC Educational Resources Information Center
THOMPSON, PHILLIP
THE ADVANCED STANDING PROGRAM IN ENGLISH IS DESIGNED TO PREPARE SELECTED STUDENTS FOR THE ADVANCED PLACEMENT CLASSES, WHICH ARE EQUIVALENT OF COLLEGE FRESHMAN ENGLISH, IN HIGH SCHOOL. WHILE KEEPING ADVANCED PLACEMENT NEEDS IN MIND, EMPHASIS IN CURRICULUM IS PLACED ON THE MORE IMPORTANT GOAL OF BETTER COLLEGE PREPARATION IN ENGLISH. THE ADVANCED…
ERIC Educational Resources Information Center
Sworder, Steven C.
2011-01-01
Background: The Mathematics Department at Saddleback College created a 3-units intermediate algebra course as an alternative to the traditional 5-units intermediate algebra course. Forty percent of the material in the traditional course was composed of review topics from beginning algebra. The 3-units course did not contain that rehash of…
Stereotype Threat? Male and Female Students in Advanced High School Courses
NASA Astrophysics Data System (ADS)
Corra, Mamadi
Propositions of stereotype threat theory imply that the social consequences of academic distinction in advanced quantitative areas (such as math and the physical sciences) for women may promote the under representation of female students in advanced quantitative academic courses. The hypothesis that female students will be underrepresented in advanced quantitative (honors and advanced placement math and physical science) courses is tested using academic performance and enrollment data for high school students in a "Student/Parent Informed Choice" (open registration) school district in North Carolina. Results show female students to be overrepresented in both advanced verbal/writing intensive (honors and advanced placement English, foreign language, and social science) and advanced quantitative (honors and advanced placement math and physical science) courses compared to their proportion of the student body. More surprisingly, results also indicate female students (compared to male students) to be overrepresented in advanced courses compared to their proportion of high-performing students. Furthermore, as with patterns observed at the district level, additional analysis of enrollment data for the entire state reveals similar results. Taken together, the findings call into question the prevailing presumption that female students continue to be underrepresented in math and physical science courses. Instead, the changing social context within which females and males experience schooling may provide an explanation for the findings.
Introducing the advanced burn life support (ABLS) course in Italy.
D'Asta, F; Homsi, J; Clark, P; Buffalo, M C; Melandri, D; Carboni, A; Pinzauti, E; Graziano, A; Masellis, A; Bussolin, L; Messineo, A
2014-05-01
Systematic education based on internationally standardized programs is a well-established practice in Italy, especially in the emergency health care system. However, until recently, a specific program to treat burns was not available to guide emergency physicians, nurses, or volunteers acting as first responders. In 2010, two national faculty members, acting as ABA observers, and one Italian course coordinator, trained and certified in the United States, conducted a week-long training program which fully certified 10 Italian instructors. Authorized ABLS provider courses were conducted in Italy between 2010 and 2012, including one organized prior to the 20th annual meeting of the Italian Society of Burns (SIUst). In order to increase the effectiveness and diffusion of the course in Italy, changes were approved by the ABA to accommodate societal differences, including the translation of the manual into Italian. The ABA has also approved the creation and publication of a bilingual ABLS Italian website for the purpose of promoting the ABLS course in Italy. In response to high demand, a second ABLS Instructor course was organized in 2012 and has been attended by physicians and nurses from several Italian burn centers. In the following discourse the experiences of the first 15 Italian ABLS courses will be discussed. PMID:23992873
ERIC Educational Resources Information Center
Theobald, Paul
2005-01-01
This short paper is designed to serve as a kind of primer for professors interested in thinking through ways to build a rural dimension into mathematics education courses in the interest of squarely addressing the vision and mission of ACCLAIM. Few words, therefore, will be deployed in the interest of establishing an intellectual warrant for the…
ERIC Educational Resources Information Center
Sackes, Mesut; Flevares, Lucia M.; Gonya, Jennifer; Trundle, Kathy Cabe
2012-01-01
The purpose of this study was to explore the impact of an integrated science and mathematics methods course on preservice early childhood teachers' efficacy beliefs for integrating these content areas. Thirty-four preservice teachers participated in this study, which utilized a quasi-experimental design with two treatment groups. Participants in…
ERIC Educational Resources Information Center
Degner, Katherine Marie
2012-01-01
This study uses data from the National Center of Education Statistics (NCES) High School Longitudinal Study of 2009 (HSLS:09). Parent responses to the Parent Involvement survey, given as part of the NCES study were considered, along with their child's socio-economic status and self-reported level of mathematics course enrollment during their…
ERIC Educational Resources Information Center
Pierce, Kristin B.
2013-01-01
A quasi experimental study tested a contextual teaching and learning (CTL) model for integrating reading and mathematics competencies through 13 introductory Career and Technical Education (CTE) courses. Volunteer CTE Lead Teachers with assistance from academic teachers, developed integrated units. The purpose of this study was to determine…
ERIC Educational Resources Information Center
Kim, ChanMin; Hodges, Charles B.
2012-01-01
We designed and developed an emotion control treatment and investigated its effects on college students' academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of enjoyment and pride than the control group. The treatment group also showed a higher level of…
ERIC Educational Resources Information Center
Goosen, Rebecca A.
2008-01-01
The purpose of this study was to identify cognitive and non-cognitive variables that will predict a student's ability to achieve success in the lowest level developmental mathematics course at San Jacinto College. The study examined the ability of cognitive variables (standardized entrance examinations, high school grade point average, and type of…
ERIC Educational Resources Information Center
Mishal, Adina; Patkin, Dorit
2016-01-01
The present study aimed to explore the contribution of a mathematics in-service training course to elementary school teachers (1st-6th grades) in Israel. The study was conducted among 449 educators. They were required to respond to background questions. Moreover, they were asked to indicate their expectations from the in-service training course…
ERIC Educational Resources Information Center
Huang, Shaobo; Fang, Ning
2013-01-01
Predicting student academic performance has long been an important research topic in many academic disciplines. The present study is the first study that develops and compares four types of mathematical models to predict student academic performance in engineering dynamics--a high-enrollment, high-impact, and core course that many engineering…
ERIC Educational Resources Information Center
Degner, Kate M.
2013-01-01
This study uses data from the National Center of Education Statistics (NCES) High School Longitudinal Study of 2009 (HLS:09). Parent responses to the Parent Involvement survey, given as part of the NCES study were considered, along with their child's socio-economic status (SES) and self-reported level of mathematics course enrollment during…
ERIC Educational Resources Information Center
Plunk, Andrew D.; Tate, William F.; Bierut, Laura J.; Grucza, Richard A.
2014-01-01
Mathematics and science course graduation requirement (CGR) increases in the 1980s and 1990s might have had both intended and unintended consequences. Using logistic regression with Census and American Community Survey (ACS) data (n = 2,892,444), we modeled CGR exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any…
ERIC Educational Resources Information Center
Wagner, Joseph F.; Speer, Natasha M.; Rossa, Bernd
2007-01-01
In this research report we examine knowledge other than content knowledge needed by a mathematician in his first use of an inquiry-oriented curriculum for teaching an undergraduate course in differential equations. Collaboratively, the mathematician and two mathematics education researchers identified the challenges faced by the mathematician as…
ERIC Educational Resources Information Center
Jansen, Amanda
2009-01-01
Prospective elementary teachers' (N = 148) motivation to participate in whole-class discussions during mathematics content courses for teachers, as expressed in their own words on an open-ended questionnaire, were studied. Results indicated that prospective teachers were motivated by positive utility values for participating (to achieve a…
Recall of Advance Organizers as Part of Mathematics Instruction.
ERIC Educational Resources Information Center
Bright, George W.
This study was performed in order to test the author's notion that advance organizers operate because (1) they provide stable anchorage for concepts to be learned and (2) in order to operate they must be relatable by the student to the new material. To test this hypothesis the author constructed materials for each of ten treatments as defined by…
A Transition Course from Advanced Placement to College Calculus
ERIC Educational Resources Information Center
Lucas, Timothy A.; Spivey, Joseph
2011-01-01
In the Spring of 2007, a group of highly motivated mathematics graduate students conducted a review of Duke's Calculus curriculum. They focused on two main problems. The first problem is the result of a very positive trend: a growing number of students are earning AP credit for Calculus I in high school. However, this results in Calculus II…
ERIC Educational Resources Information Center
Buchheister, Kelley; Jackson, Christa; Taylor, Cynthia E.
2014-01-01
Traditionally, teacher education programs have placed little emphasis on preparing mathematics teachers to work with students who struggle in mathematics. Therefore, it is crucial that mathematics teacher educators explicitly prepare prospective teachers to instruct students who struggle with mathematics by providing strategies and practices that…
ERIC Educational Resources Information Center
Cho, Moon-Heum; Heron, Michele L.
2015-01-01
Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students'…
ERIC Educational Resources Information Center
Qudah, Ahmad Hassan
2016-01-01
The study aimed to detect the effect of using an educational site on the Internet in the collection of bachelor's students in the course of basic concepts in mathematics at Al al-Bayt University, and the study sample consisted of all students in the course basic concepts in mathematics in the first semester of the academic year 2014/2015 and the…
NASA Astrophysics Data System (ADS)
Campbell, D. Michael
The lack of preparation, participation, and equal access of students in mathematics and the science education continues to afflict America's high school system (Ratliff, 2001). Additionally, gender and ethnic status have become significant factors as females and minority subgroups such as African Americans and Hispanics continue to be underrepresented in these two subject fields. Recognizing and understanding these trends is extremely important for the future of this country. As fewer minorities and females become involved in advanced mathematics and science curriculum there will be a continued lack of minorities and females in mathematics and science careers. Additionally, this insufficient representation leads to fewer numbers of females and minorities in industry and educational leadership positions in mathematics and science to promote participation and equality in these fields. According to Brainard and Carlin (2003) as trends currently stand, these two groups will be under-represented in the fields of math and science and will continue to be denied economic and social power. Thus, a better understanding of these trends in participation in mathematics and science among these groups of students is warranted. This study is intended to accomplish four objectives. The first objective is to identify the extent to which opportunities are increasing or decreasing for students in high schools taking mathematics and science Advanced Placement exams by examining six years of student testing data from the College Board. A second objective is to identify features of high schools that relate to greater expansion in Advanced Placement test taking for females and minority groups in the areas of both math and science. A third objective is to explore whether, and to what extent, any social or educational features such as economic status, regional school and living locations, and ethnic backgrounds have enhanced or reduced Advanced Placement testing in these schools. Lastly
Advanced Standing and Bridge Courses: Structures and Issues
ERIC Educational Resources Information Center
GlenMaye, Linnea F.; Lause, Timothy W.; Bolin, Brien L.
2010-01-01
This study explores the issue of advanced standing in MSW programs in light of the new Educational Policy and Accreditation Standards (EPAS). Advanced standing structures of MSW programs were studied using a purposive sample consisting of 203 MSW program directors with a response rate of 28% (N=58). The results indicate that slightly more than 15%…
Teaching Undergraduate Mathematics in Interactive Groups: How Does It Fit with Students' Learning?
ERIC Educational Resources Information Center
Sheryn, Louise; Ell, Fiona
2014-01-01
Debates about how undergraduate mathematics should be taught are informed by different views of what it is to learn and to do mathematics. In this qualitative study 10 students enrolled in an advanced undergraduate course in mathematics shared their views about how they best learn mathematics. After participating in a semester-long course in…
Discovery Learning and Teaching with Electronic Corpora in an Advanced German Grammar Course
ERIC Educational Resources Information Center
Vyatkina, Nina
2013-01-01
This study describes the design and implementation of a usage-based and corpus-based advanced German grammar course. Teaching materials for the course included DWDS, or "Digitales Worterbuch der deutschen Sprache": a large, representative, free and publicly available corpus of contemporary German texts. The article outlines specific theoretically…
Advanced Internship: A High-Impact, Low-Cost, Super-Capstone Course
ERIC Educational Resources Information Center
Fernald, Peter S.; Goldstein, Gary S.
2013-01-01
In an earlier issue of this journal, the authors described a capstone course, Internship, that both "caps" the undergraduate experience and functions as a "bridge" to the world beyond college. Here, they describe a sequel to that course, Advanced Internship, which both extends and enhances the "capping" and "bridging" experiences. The bridging…
Integration of a Communicating Science Module into an Advanced Chemistry Laboratory Course
ERIC Educational Resources Information Center
Renaud, Jessica; Squier, Christopher; Larsen, Sarah C.
2006-01-01
A communicating science module was introduced into an advanced undergraduate physical chemistry laboratory course. The module was integrated into the course such that students received formal instruction in communicating science interwoven with the chemistry laboratory curriculum. The content of the communicating science module included three…
ERIC Educational Resources Information Center
Thomas, Gordon P.
An advanced writing course required of English education majors may also be taken by students in the humanities. The course helps students gain experience with longer and more complex essays, develop a more mature writing style, and learn how to make metacognitive evaluations of their own and others' writing. It also extends the contexts and…
Cam Design Projects in an Advanced CAD Course for Mechanical Engineers
ERIC Educational Resources Information Center
Ault, H. K.
2009-01-01
The objective of this paper is to present applications of solid modeling aimed at modeling of complex geometries such as splines and blended surfaces in advanced CAD courses. These projects, in CAD-based Mechanical Engineering courses, are focused on the use of the CAD system to solve design problems for applications in machine design, namely the…
ERIC Educational Resources Information Center
Defense Language Inst., Washington, DC.
This is the first of two volumes dealing with a comprehensive review of structural patterns in the "Advanced Preparatory Course." All essential grammatical structures introduced in the "Basic Course" are included. The textual material in the 20 lessons is designed to stimulate recall and reinforce previously learned grammatical patterns. The…
ERIC Educational Resources Information Center
Milburn, Kristine M.
2011-01-01
Problem: An increasing number of high-achieving American high school students are enrolling in multiple Advanced Placement (AP) courses. As a result, high schools face a growing need to understand the impact of taking multiple AP courses concurrently on the social-emotional lives of high-achieving students. Procedures: This phenomenological…
Variation in Content Coverage by Classroom Composition: An Analysis of Advanced Math Course Content
ERIC Educational Resources Information Center
Covay, Elizabeth
2011-01-01
Everyone knows that there is racial inequality in achievement returns from advanced math; however, they do not know why black students and white students taking the same level of math courses are not leaving with the same or comparable skill levels. To find out, the author examines variation in course coverage by the racial composition of the…
Implications for Scaling up Advanced Course Offerings and Takings: Evidence from Florida
ERIC Educational Resources Information Center
Iatarola, Patrice
2016-01-01
This chapter summarizes a set of research studies that focus on high school course offerings, takings, and effects. Improving high school experiences and having students graduate from high school ready for college are national priorities under President Obama's Race to the Top initiative. Doing so by expanding access to advanced courses dates back…
Development of an Advanced Training Course for Teachers and Researchers in Chemistry
ERIC Educational Resources Information Center
Dragisich, Vera; Keller, Valerie; Black, Rebecca; Heaps, Charles W.; Kamm, Judith M.; Olechnowicz, Frank; Raybin, Jonathan; Rombola, Michael; Zhao, Meishan
2016-01-01
Based on our long-standing Intensive Training Program for Effective Teaching Assistants in Chemistry, we have developed an Advanced Training Course for Teachers and Researchers in Chemistry at The University of Chicago. The topics in this course are designed to train graduate teaching assistants (GTAs) to become effective teachers and well-rounded…
Connecting Students to Advanced Courses Online. Innovations in Education
ERIC Educational Resources Information Center
US Department of Education, 2007
2007-01-01
America's productivity and prosperity depend on the education system's ability to meet the challenges of the 21st century. This guide highlights six providers of academic course work that are going beyond the convention of brick-and-mortar schools by delivering rigorous curricula to students through Internet technology. These providers, along with…
An Intermediate-Advanced Level Dutch Refresher Course.
ERIC Educational Resources Information Center
English Language Services, Inc., Washington, DC.
This refresher course in Dutch consists of eight volumes (Books I-IV, each in two parts). Book I, which begins on the intermediate level, presents the sound system of Dutch with accompanying drills. These provide practice in sound-to-spelling correspondence, and contrastive English-Dutch phonology. Books II and III are comprised of six units of…
A Novel Laboratory Course on Advanced ChE Experiments.
ERIC Educational Resources Information Center
Lauterbach, J.; White, S.; Liu, Z.; Bodner, G. M.; Delgass, W. N.
1997-01-01
Describes a novel approach to laboratory teaching that provides students with a learning environment which allows them to develop advanced experimental skills that are necessary for success in research and development environments. (DKM)
ERIC Educational Resources Information Center
Niess, Margaret; Gillow-Wiles, Henry
2013-01-01
This primarily online Master's degree program focused on advancing K-8 teachers' interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning and teaching tools. The mixed-method, interpretive study examined in-service teachers' technological, pedagogical, and content knowledge (TPACK)…
ERIC Educational Resources Information Center
Davis, Cinda-Sue; And Others
This volume includes 10 reports that present findings and recommendations for advancing women in science, mathematics and engineering. Critical issues facing women in these disciplines are addressed, including demographic myths and realities at various educational levels; the educational pipeline for girls and women; involvement in education and…
ERIC Educational Resources Information Center
DePountis, Vicki M.; Pogrund, Rona L.; Griffin-Shirley, Nora; Lan, William Y.
2015-01-01
This research examined the perspectives of teachers of students with visual impairments (TVIs) regarding the use and effectiveness of electronic assistive technology (EAT) purported to assist students who are blind in advanced mathematics subjects. The data for this study were collected via an online survey distributed to a convenience sample of…
ERIC Educational Resources Information Center
Hourigan, M.; O'Donoghue, J.
2007-01-01
Internationally, the consequences of the "Mathematics problem" are a source of concern for the education sector and governments alike. Growing consensus exists that the inability of students to successfully make the transition to tertiary level mathematics education lies in the substantial mismatch between the nature of entrants' pre-tertiary…
Advanced Math Course Taking: Effects on Math Achievement and College Enrollment
ERIC Educational Resources Information Center
Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.
2015-01-01
Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…
ERIC Educational Resources Information Center
Common Core State Standards Initiative, 2011
2011-01-01
The Common Core State Standards (CCSS) for Mathematics are organized by grade level in Grades K-8. At the high school level, the standards are organized by conceptual category (number and quantity, algebra, functions, geometry, modeling and probability and statistics), showing the body of knowledge students should learn in each category to be…
ERIC Educational Resources Information Center
Edge, D. Michael
2011-01-01
This non-experimental study attempted to determine how the different prescribed mathematic tracks offered at a comprehensive technical high school influenced the mathematics performance of low-achieving students on standardized assessments of mathematics achievement. The goal was to provide an analysis of any statistically significant differences…
Classroom Experience about Cartooning as Assessment in Pre-Service Mathematics Content Course
ERIC Educational Resources Information Center
Cho, Hoyun; Osborne, Carolyn; Sanders, Tobie
2015-01-01
Elementary Education pre-service teachers are noted for disliking and even fearing mathematics, so a teaching strategy that increases their enjoyment of mathematics learning must be a powerful one, indeed. When the same strategy can also support problem posing and assess mathematical knowledge and reasoning, providing an occasional alternative to…
Proceedings: Workshop on advanced mathematics and computer science for power systems analysis
Esselman, W.H.; Iveson, R.H. )
1991-08-01
The Mathematics and Computer Workshop on Power System Analysis was held February 21--22, 1989, in Palo Alto, California. The workshop was the first in a series sponsored by EPRI's Office of Exploratory Research as part of its effort to develop ways in which recent advances in mathematics and computer science can be applied to the problems of the electric utility industry. The purpose of this workshop was to identify research objectives in the field of advanced computational algorithms needed for the application of advanced parallel processing architecture to problems of power system control and operation. Approximately 35 participants heard six presentations on power flow problems, transient stability, power system control, electromagnetic transients, user-machine interfaces, and database management. In the discussions that followed, participants identified five areas warranting further investigation: system load flow analysis, transient power and voltage analysis, structural instability and bifurcation, control systems design, and proximity to instability. 63 refs.
ERIC Educational Resources Information Center
Kuzle, Ana; Biehler, Rolf
2015-01-01
In this paper, we report on the training practices of 12 mathematics mentor teachers who developed and implemented five short professional development courses after participating in a 5-month continuous professional development course "Competence-oriented teaching and learning of data analysis." The intention of this course was to deepen…
Mathematical E-Learning Using Interactive Mathematics on the Web.
ERIC Educational Resources Information Center
Bringslid, Odd
2002-01-01
Explains the use of the Web as an advanced calculator using numeric, graphic, and symbolic mathematics interactively with the development of XML-standard MathML. Suggests that the problem of decreasing achievement in mathematics courses can be solved using interactive and personalized documents on the Web and improve the understanding of…
2002-01-01
A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors. PMID:12669097
Beloussov, Lev V
2003-01-01
A lecture course on morphogenesis for fourth-year Moscow State University Specialist Diploma students specializing in embryology is described. The main goal of the course is to give the students an extensive theoretical background based on the tenets of the modern theory of Self-Organization and to show them how important this theory is for the proper understanding of developmental events. The corresponding mathematics are bound as tightly as possible to the actual morphogenetic processes. All of the lectures take the format of an active dialogue between the students and a tutor. PMID:12705667
Advanced Math Course Taking: Effects on Math Achievement and College Enrollment
Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.
2014-01-01
Using data from the Educational Longitudinal Study of 2002–2006 (ELS:02/06), this study investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status (SES) and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low SES students than for high SES students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed. PMID:26508803
Measuring Student Success from a Developmental Mathematics Course at an Elite Public Institution
ERIC Educational Resources Information Center
Hsu, Julian; Gehring, William J.
2016-01-01
This paper asks whether placement recommendations for a developmental math course at an elite public institution impact students' future academic performance, course-taking, and college outcomes. Researchers use these specific outcomes to measure whether developmental courses help students develop the skills necessary to succeed in college,…
A Brief Course in Mathematics for Junior High School Teachers, Part 2. Revised Edition.
ERIC Educational Resources Information Center
Maletsky, Evan M.; And Others
This is part two of a two-part School Mathematics Study Group (SMSG) textbook. The text serves as a means to prepare teachers to teach the SMSG text "Mathematics for Junior High School." The eight chapters found in part two are: (1) Primes and Factors; (2) Decimals, Ratios, and Percents; (3) The Real Number System; (4) Non-Metric Geometry, I; (5)…
Mathematics as a Course of Study in Problem Solving: Then and Now.
ERIC Educational Resources Information Center
Ellis, Wade, Jr.
The mathematics curriculum in the first 2 years of college is a tool created to assist in solving problems. The current mathematics curriculum has changed little; the same topics, tied to the engineering and science curriculum, are taught as they were being taught in 1945. The problems that students need to solve have changed however. Both the…
Recommendations on Course Content for the Training of Teachers of Mathematics, 1971.
ERIC Educational Resources Information Center
Committee on the Undergraduate Program in Mathematics, Berkeley, CA.
This document is a revision of the 1961 report of the same title, taking into account the many changes which have occurred in school mathematics in the past decade. Four objectives of mathematics training are identified and discussed: (1) understanding of concepts and structure; (2) facility with applications; (3) ability to solve problems; and…
Moving beyond Solving for "x": Teaching Abstract Algebra in a Liberal Arts Mathematics Course
ERIC Educational Resources Information Center
Cook, John Paul
2015-01-01
This paper details an inquiry-based approach for teaching the basic notions of rings and fields to liberal arts mathematics students. The task sequence seeks to encourage students to identify and comprehend core concepts of introductory abstract algebra by thinking like mathematicians; that is, by investigating an open-ended mathematical context,…
Peer Coaching of At-Risk Students in a Remedial Mathematics Course
ERIC Educational Resources Information Center
George, Michael; Khazanov, Leonid; McCarthy, Chris
2015-01-01
Remedial mathematics at the college level has evidenced strikingly low retention and passing rates. It has been shown that at least 25% of the variation in student performance is explained by students' affective variables such as attitudes, study skills, and mathematics anxiety. This study endeavored to address affective variables by: (a)…
Common Mathematical Errors of Pre-Service Elementary School Teachers in an Undergraduate Course
ERIC Educational Resources Information Center
Matthews, Michael; Ding, Meixia
2011-01-01
A steady stream of research has shown that many elementary school teachers have weak mathematical knowledge in some areas, including place value and fractions. Since a teacher's mathematical knowledge affects their students' performance, improving elementary school teachers' knowledge is critical. A better understanding of the mathematical…
ERIC Educational Resources Information Center
Miller, Jason E.; Walston, Timothy
2010-01-01
Inspired by "BIO2010" and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and…
ERIC Educational Resources Information Center
Trenholm, Sven; Alcock, Lara; Robinson, Carol
2015-01-01
Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices…
ERIC Educational Resources Information Center
Farley, Rosemary Carroll
2013-01-01
At Manhattan College, secondary mathematics education students take a capstone course designed specifically for them. In this course, students revisit important topics in the high school curriculum from a mathematically advanced perspective; incorporating the mathematical knowledge they have attained in their college mathematics classes to an…
NASA Astrophysics Data System (ADS)
Fasteen, Jodi I.
Alternate numeration systems are common in preservice teacher (PST) mathematics curricula, but there is limited research on how to leverage alternate systems to promote the development of mathematical knowledge for teaching. I analyzed the role of alternate numeration systems in three ways. I conducted a thematic analysis of current PST textbooks to consider the role of alternate numeration systems in written curricula. I conducted a teaching experiment to analyze PSTs' mathematical activity as they engaged with a base five task sequence to reinvent an algorithm for multiplication. And I introduced problematizing mathematical contexts as a design heuristic, situating this within the design theory of Realistic Mathematics Education. I found that alternate numeration systems can be leveraged to create opportunities for PSTs to (a) engage in guided reinvention of an algorithm, (b) improve understanding of base ten by comparing it to other numeration systems, and (c) reflect on their learning experience and the learning experiences of children.
ERIC Educational Resources Information Center
Posamentier, Alfred S.
The purpose of this study was to analyze and compare the mathematical achievement and attitude of weak mathematics students enrolled in a two-semester or three-semester ninth-grade elementary algebra course. Teaching methods and attitudes of teachers were also evaluated. The sample was 1,508 students who were enrolled in either the two- or…
ERIC Educational Resources Information Center
Polly, Drew
2014-01-01
This paper presents the findings of a study that examined pre-service teachers' development of knowledge about technology, pedagogy and content (TPACK) during a mathematics pedagogy course focused on elementary school mathematics in the United States. Data sources included work samples from pre-service teachers as well as an open-ended survey…
ERIC Educational Resources Information Center
Hooker, Dianna Dawn Tiahrt
2010-01-01
College students needing remediation in mathematics are a problem at nearly all colleges and universities but are immense at community colleges where large numbers of students enroll in developmental mathematics courses. This issue for Native American students at Tribal Community Colleges has an enormous effect on future opportunities in…
Developing a Standard Based Advanced Lab Course that Fulfills COM3 Requirements
NASA Astrophysics Data System (ADS)
Michalak, Rudi
2015-03-01
An advanced physics lab has been developed into a course that fulfills the requirements for a university studies program `COM3' course using Standard Teaching (ST) methods. The COM3 course is a capstone course under the new USP2015 study requirements for all majors. It replaces the WC writing requirement, typically filled in the English Dept., and adds the teaching of oral and digital communication skills. ST is a method that replaces typical assessments (homework / exam grades) with new assessments that measure certain specified learning outcomes. In combination with oral assessments and an oral final exam, the ST proves an efficient tool to implement the USP Learning Outcomes into a physics course. COM3 requires an unprecedented seven learning outcomes in a single course. Variety of learning outcomes: interdisciplinary goals, levels of writing (with drafting steps), organizational structure, standard language metrics, research and presentation deliverance skills, appropriate addressing of a variety of audiences, etc. With other assessment approaches than ST this variety would be difficult to meet in a physics course. An extended ST rubric has been developed for this course and will be presented and discussed in some detail.
ERIC Educational Resources Information Center
Githua, Bernard N.; Nyabwa, Rachel Angela
2008-01-01
Students have continued to perform poorly in KCSE examinations in certain mathematics topics taught in secondary schools in Kenya. One such topic is commercial arithmetic. Successful teaching of mathematics depends partly on correct use of teaching methods in classroom settings. This study sought to examine how the use of advance organisers during…
Schissel, D.P.
1996-08-01
This report discusses advancing precollege science and mathematics education in San Diego Count. Described in this report are: curriculum and teacher development; pre-tour material; facility tour; student workbook; evaluation and assessment; and internet access.
ERIC Educational Resources Information Center
Turner, Erin E.; Drake, Corey; McDuffie, Amy Roth; Aguirre, Julia; Bartell, Tonya Gau; Foote, Mary Q.
2012-01-01
Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support building on children's mathematical thinking, as well as their cultural,…
Soil Erosion: Advanced Crop and Soil Science. A Course of Study.
ERIC Educational Resources Information Center
Miller, Larry E.
The course of study represents the last of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil erosion. Upon completion of the two day lesson, the student will be able to: (1) define conservation, (2) understand how erosion takes place, and (3) list ways of controlling wind and water erosion.…
What Is Soil? Advanced Crop and Soil Science. A Course of Study.
ERIC Educational Resources Information Center
Miller, Larry E.
The course of study represents the first of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil management. Upon completing the two day lesson, the student will be able to define "soil", list the soil forming agencies, define and use soil terminology, and discuss soil formation and what makes…
ERIC Educational Resources Information Center
Drewelow, Isabelle; Mitchell, Claire
2015-01-01
This article reports on an exploratory study, which examines learners' rating of culture in relation to other concepts in advanced Spanish courses and their justification of the ratings attributed. Open-ended responses, elicited from a questionnaire completed by 179 respondents, were analysed line by line using an interpretive approach. Data…
ERIC Educational Resources Information Center
King, Justyna Plichta
2010-01-01
This dissertation examines educators' perceptions regarding open access Advanced Placement (AP) program courses and their impact on non-traditional AP students in one suburban school district. The data were collected during the 2009-2010 school year through a 15-item Likert scale (and one open-ended item) survey which was disseminated during…
Physical Features of Soil: Advanced Crop and Soil Science. A Course of Study.
ERIC Educational Resources Information Center
Miller, Larry E.
The course of study represents the second of six modules in advanced crop and soil science and introduces the agriculture student to the subject of physical features of the soil. Upon completing the two day lesson, the student will be able to determine the texture and structural types of soil, list the structural classes of the soil and where they…
Biological Features of the Soil: Advanced Crop and Soil Science. A Course of Study.
ERIC Educational Resources Information Center
Miller, Larry E.
The course of study represents the third of six modules in advanced crop and soil science and introduces the agriculture student to biological features of soil. Upon completing the two day lesson, the student will: (1) realize the vast amount of life present in the soil, (2) be able to list representative animal and plant life in the soil by size,…
Describing Learning in An Advanced Online Case-Based Course in Environmental Science
ERIC Educational Resources Information Center
Missett, Tracy C.; Reed, Christine B.; Scot, Tammy P.; Callahan, Carolyn M.; Slade, Mary
2010-01-01
Researchers increasingly embrace online courses to compensate for lack of access to educational opportunities otherwise available in traditional school settings. Researchers also recommend alternatives to traditional AP coursework to better meet the diverse learning styles and needs of advanced learners. These recommendations have particular…
Soil Water: Advanced Crop and Soil Science. A Course of Study.
ERIC Educational Resources Information Center
Miller, Larry E.
The course of study represents the fourth of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil water. Upon completing the three day module, the student will be able to classify water as to its presence in the soil, outline the hydrological cycle, list the ways water is lost from the soil,…
An Intermediate-Advanced Level German Refresher Course: Book 3, Part 2.
ERIC Educational Resources Information Center
Defense Language Inst., Monterey, CA.
Book three, part two, of an intermediate-advanced level German refresher course for college students is presented. The volume consists of 42 lessons of text material and 42 prerecorded tapes. A typical unit is made up of spontaneous dialogues, substitution drills, and tests. A dialogue for listening is a short conversation between German speakers…
An Intermediate-Advanced Level German Refresher Course: Book 4, Part 2.
ERIC Educational Resources Information Center
Defense Language Inst., Monterey, CA.
Book four, part two, of an intermediate-advanced level German refresher course for college students is presented. The volume consists of 25 lessons of text material and 50 prerecorded tapes. A typical lesson with its two accompanying tapes is made up of interrogation, military terminology drill, and a comprehension test. The materials of the first…
An Intermediate-Advanced Level German Refresher Course: Book 4, Part 1.
ERIC Educational Resources Information Center
Defense Language Inst., Monterey, CA.
Book four, part one, of an intermediate-advanced level German refresher course for college students is presented. The volume consists of 25 lessons of text material and 50 prerecorded tapes. A typical lesson with its two accompanying tapes is made up of interrogation, military terminology drill, and a comprehension test. The materials of the first…
An Intermediate-Advanced Level German Refresher Course: Book 2, Part 2.
ERIC Educational Resources Information Center
Defense Language Inst., Monterey, CA.
Book two, part two, of an intermediate-advanced level German refresher course for college students is presented. The volume consists of 42 lessons of text material and 42 prerecorded tapes. A typical unit is made up of spontaneous dialogues, substitution drills, and tests. A dialogue for listening is a short conversation between German speakers…
An Intermediate-Advanced Level German Refresher Course: Book 3, Part 1.
ERIC Educational Resources Information Center
Defense Language Inst., Monterey, CA.
Book three, part one, of an intermediate-advanced level German refresher course for college students ls presented. The volume consists of 42 lessons of text material and 42 prerecorded tapes. A typical unit is made up of spontaneous dialogues, substitution drills, and tests. A dialogue for listening is a short conversation between German speakers…
An Intermediate-Advanced Level German Refresher Course: Book 2, Part 1.
ERIC Educational Resources Information Center
Defense Language Inst., Monterey, CA.
Book two, part one, of an intermediate-advanced level German refresher course for college students is presented. The volume consists of 42 lessons of text material and 42 prerecorded tapes. A typical unit is made up of spontaneous dialogues, substitution drills, and tests. A dialogue for listening is a short conversation between German speakers…
ERIC Educational Resources Information Center
McGrath, April L.; Ferns, Alyssa; Greiner, Leigh; Wanamaker, Kayla; Brown, Shelley
2015-01-01
In this study we assessed the usefulness of a multifaceted teaching framework in an advanced statistics course. We sought to expand on past findings by using this framework to assess changes in anxiety and self-efficacy, and we collected focus group data to ascertain whether students attribute such changes to a multifaceted teaching approach.…
Assessing the Best: NAEP's 1996 Assessment of Twelfth-Graders Taking Advanced Science Courses.
ERIC Educational Resources Information Center
O'Sullivan, Christine Y.; Grigg, Wendy S.
This report presents the results of a study conducted during the 1995-1996 school year to evaluate the educational progress of 12th grade students taking advanced biology, chemistry, and physics courses. The study was conducted by the National Center for Education Statistics (NCES) in association with the National Assessment of Educational…
Advancing Sexuality Studies: A Short Course on Sexuality Theory and Research Methodologies
ERIC Educational Resources Information Center
Fletcher, Gillian; Dowsett, Gary W.; Duncan, Duane; Slavin, Sean; Corboz, Julienne
2013-01-01
Critical Sexuality Studies is an emerging field of academic enquiry linked to an international network of advocacy agencies, activists, and political issues. This paper reports on the development of an advanced short course in sexuality theory and research, drawing on Critical Sexuality Studies and aiming directly at academics in developing…
Management and Consumer Education Curriculum Guide. Advanced Unit and Semester Course. Draft.
ERIC Educational Resources Information Center
Clemson Univ., SC. Vocational Education Media Center.
The guide is an attempt to help teachers select content and organize instructions in a sequence that will help students grasp the basic structure of management and consumer education. The guide was written in reference to a norm grouping. The advanced course for grade 10 presents the concepts of decision making and teenager consumership. The…
Using the Concordancer in Vocabulary Development for the Cambridge Advanced English (CAE) Course.
ERIC Educational Resources Information Center
Somogyi, Emma
1996-01-01
Discusses concordancing activities tailored for use with English-as-a-Second-Language (ESL) students in the Cambridge Advanced English course in Australia. The article focuses on students selecting appropriate vocabulary to complete gapped text. Findings indicate that these activities benefit ESL students by providing authentic examples of…
Pakistan-Specific Cases for the Advanced Management Course in Public Administration.
ERIC Educational Resources Information Center
McLean, Gary N., Ed.
A compilation of management case studies concerning public administration in Pakistan and accompanying teaching notes, this document is intended to foster discussion in classes such as the advanced management course in public administration at the National Institute of Public Administration in Lahore, Pakistan. Included are case studies entitled…
Ciria, Juan Pablo; Eguiguren, Mikel; Cafiero, Sergio; Uranga, Intza; Diaz de Cerio, Ivan; Querejeta, Arrate; Urraca, Jose Maria; Minguez, Julian; Guimon, Elena; Puertolas, Jose Ramón
2015-01-01
Short-course preoperative radiotherapy (RT) is widely used in northern Europe for locally advanced resectable rectal cancer, but its role in the era of advanced imaging techniques is uncertain. Here, we reviewed articles and abstracts on SCRT published from 1974 through 2013 with the goal of identifying patients who might be best suited for short-course RT. We included relevant articles comparing surgery with or without preoperative radiation published before and after the advent of total mesorectal excision. We also analyzed two randomized trials directly comparing short-course RT with conventionally fractionated chemoradiation (the Polish Colorectal Study Group and the Trans-Tasman Radiation Oncology Group) that compared short-course RT with conventional chemoradiotherapy. We conclude from our review that short-course RT can be generally applied for operable rectal cancer and produces high rates of pelvic control with acceptable toxicity; it reduces local recurrence rates but does not increase overall survival. SCRT seems to be best used for tumors considered "low risk," i.e., those that are >5 cm from the anal margin, without circumferential margin involvement, and involvement of fewer than 4 lymph nodes. Whether sequential chemotherapy can further improve outcomes remains to be seen, as does the best time for surgery (immediately or 6-8 weeks after RT). We further recommend that selection of patients for short-course RT should be based on findings from magnetic resonance imaging or transrectal ultrasonography. PMID:25535578
Authorized Course of Instruction for the Quinmester Program. Mathematics: Pre-Algebra 1.
ERIC Educational Resources Information Center
Blanford, Doris K.; Thornton, James E., Jr.
The first of four "quins" designed to strengthen fundamental concepts and skills, this course covers properties of real numbers, simple open sentences, factorization of natural numbers, and problem solving. After a list of overall goals, the guide gives performance objectives, course outline, references to state-adopted textbooks, and suggested…
Mathematical Modeling with a "CAS" in an Introductory Course of Differential Equations.
ERIC Educational Resources Information Center
Balderas Puga, Angel
In this paper are described some features of the intensive use of math software, primarily Derive, in the context of modeling in an introductory university course in differential equations. Different aspects are detailed: changes in the curriculum that includes not only course contents, but also the sequence of introduction to various topics and…
Addressing the Crisis in College Mathematics: Designing Courses for Student Success
ERIC Educational Resources Information Center
Thiel, Teresa; Peterman, Shahla; Brown, Monica
2008-01-01
College students' success in a course depends on many factors, including their ability and previous knowledge of the subject, the effectiveness of the instruction, and their motivation to work hard enough to succeed. Introductory courses, including many that satisfy general-education requirements, often pose a particular problem for students who…
ERIC Educational Resources Information Center
Mancuso, Joseph W., III
2013-01-01
This quantitative study was designed to determine the impact of course gap--the time period between semesters in which students take a particular course--on student achievement in mathematics. The testing instrument used was the Pennsylvania System of School Assessment (PSSA), given annually to all students in Grades 3 through 11. The study…
ERIC Educational Resources Information Center
Youchu, Huang
2016-01-01
This study explores the effect of a history-based course on pre-service teachers' mathematical knowledge for teaching (MKT). Data were collected from 10 pre-service teachers at a normal university in China. At the beginning of the course, participants were asked to submit their teaching plans followed by a teaching simulation on selected topics.…
ERIC Educational Resources Information Center
Hossain, Md. Mokter
2012-01-01
This mixed methods study examined preservice secondary mathematics teachers' perceptions of a blogging activity used as a supportive teaching-learning tool in a college Euclidean Geometry course. The effect of a 12-week blogging activity that was a standard component of a college Euclidean Geometry course offered for preservice secondary…
A Pharmacotherapy Capstone Course to Advance Pharmacy Students’ Clinical Documentation Skills
Ahmed, Ghada F.
2012-01-01
Objective. To implement and assess the effectiveness of a capstone pharmacotherapy course designed to integrate in-class curriculum using patient cases and drug-information questions. The course was intended to improve third-year doctor of pharmacy (PharmD) students' clinical documentation skills in preparation for beginning advanced pharmacy practice experiences (APPEs). Design. This 2-credit, semester-long course consisted of 6 patient cases and 12 drug-information questions posted electronically on an Internet-based medical chart, a public health presentation, a knowledge examination, and an objective standardized performance assessment. In class, students engaged in active-learning exercises and clinical problem-solving. Students worked outside of class in small groups to retrieve and discuss assigned articles and review medication information in preparation for in-class discussions. Assessment. A rubric was used to assess the patient cases and questions that students completed and submitted individually. Data for 4 consecutive course offerings (n=622) were then analyzed. A significant improvement was found in the “misplaced” but not the “missing” documentation ratings for both assessment and plan notes in the final assessment compared with baseline. In course evaluations, the majority of students agreed that the course integrated material across the curriculum (97%) and improved their clinical writing skills (80.5%). Conclusion. A capstone pharmacy course was successful in integrating and reviewing much of the material covered across the PharmD curriculum and in improving students’ clinical documentation skills. PMID:23049106
ERIC Educational Resources Information Center
Luther, Kenneth H.
2012-01-01
Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…
Silbar, R.R.
1998-09-28
WhistleSoft, Inc., proposed to convert a successful pedagogical experiment into multimedia software, making it accessible to a much broader audience. A colleague, Richard J. Jacob, has been teaching a workshop course in mathematical methods at Arizona State University (ASU) for lower undergraduate science majors. Students work at their own pace through paper-based tutorials containing many exercises, either with pencil and paper or with computer tools such as spreadsheets. These tutorial modules cry out for conversion into an interactive computer-based tutorial course that is suitable both for the classroom and for self-paced, independent learning. WhistleSoft has made a prototype of one such module, Legendre Polynomials, under Subcontract (No F97440018-35) with the Los Alamos Laboratory`s Technology Commercialization Office for demonstration and marketing purposes.
Computer Simulation of a Queuing System in a Mathematical Modeling Course.
ERIC Educational Resources Information Center
Eyob, Ephrem
1990-01-01
The results of a simulation model of a queuing system are reported. Use in an introductory quantitative analysis course to enhance students' computer and quantitative modeling knowledge is described. (CW)
ERIC Educational Resources Information Center
Hayali, Tolga
2013-01-01
This study examined the relationship between 2011 freshman college mathematics and science grades and freshman students' high school academics and demographic data, exploring the factors that contribute to the success of first-year STEM majoring freshman students at State University of New York at Oswego. The variables were Gender, Race, SES,…
Conceptual Writing in College-Level Mathematics Courses and Its Impact on Performance and Attitude
ERIC Educational Resources Information Center
Van Dyke, Frances; Malloy, Elizabeth J.; Stallings, Virginia (Lyn)
2015-01-01
This study looks at the impact of college students' writing on a regular basis about mathematical concepts. Specifically we examine the effect of this practice on performance and attitude while controlling for confounding factors. Two professors and a total of 97 students in four different classes participated in the study. Students in the…
Conflicts in Offshore Learning Environments of a University Preparatory Mathematics Course
ERIC Educational Resources Information Center
Galligan, Linda
2005-01-01
Many university programs are offered offshore to students whose first language and culture is not the same as the program's creator and where teachers' language and culture may not be the same as the students or the creators. This study investigated potential conflicts in a Hong Kong setting in a mathematics foundation classroom using an…
The Delivery of Developmental Mathematics: Course Redesign and Implementation at a Community College
ERIC Educational Resources Information Center
Westerfield, Mary Ann K.
2013-01-01
This research was undertaken to determine if the redesigned modular delivery method for developmental mathematics produced a higher sequence completion rate within a year as compared to the traditional lecture style delivery. Re-enrollment rates from fall to spring for the modularized delivery system were compared to the traditional delivery…
Perceived Utility of Typesetting Homework in Post-Calculus Mathematics Courses
ERIC Educational Resources Information Center
Quinlan, James; Tennenhouse, Craig
2016-01-01
Too often our students submit incomplete homework that is disorganized, unclear, and nonlinear. Typesetting with LATEX, although time consuming for those new to the software, strengthens communication by forcing organization and proper notation required by the precise, formal language of mathematics. In this manuscript we report on a study of 42…
ERIC Educational Resources Information Center
Guerrero, Shannon; Baumgartel, Drew; Zobott, Maren
2013-01-01
Screencasting, or digital recordings of computer screen outputs, can be used to promote pedagogical transformation in the mathematics classroom by moving explicit, procedural-based instruction to the online environment, thus freeing classroom time for more student-centered investigations, problem solving, communication, and collaboration. This…
ERIC Educational Resources Information Center
Staden, David P.
2010-01-01
Accountability in education with regard to student achievement, especially within core subject areas such as mathematics, has emerged over the past ten years that support the need for impactful educational reform. Educators have been asked to evaluate the distinctiveness of the students that they serve to determine if there are better ways to…
Mathematical Skills in Undergraduate Students. A Ten-Year Survey of a Plant Physiology Course
ERIC Educational Resources Information Center
Llamas, A.; Vila, F.; Sanz, A.
2012-01-01
In the health and life sciences and many other scientific disciplines, problem solving depends on mathematical skills. However, significant deficiencies are commonly found in this regard in undergraduate students. In an attempt to understand the underlying causes, and to improve students' performances, this article describes a ten-year survey…
Oakland and San Francisco Create Course Pathways through Common Core Mathematics. White Paper
ERIC Educational Resources Information Center
Daro, Phil
2014-01-01
The Common Core State Standards for Mathematics (CCSS-M) set rigorous standards for each of grades 6, 7 and 8. Strategic Education Research Partnership (SERP) has been working with two school districts, Oakland Unified School District and San Francisco Unified School District, to evaluate extant policies and practices and formulate new policies…
ERIC Educational Resources Information Center
You, Sukkyung
2013-01-01
In 2004, the pattern in academic pathways for high school students in the USA showed that students were completing more demanding mathematics courses. Despite the upward pattern in advanced-level mathematics course-taking, disparities among racial/ethnic groups persisted between 1982 and 2004. Using data from the Education Longitudinal Study of…
Not Available
1990-12-01
The issue of global warming and related climatic changes from increasing concentrations of greenhouse gases in the atmosphere has received prominent attention during the past few years. The Computer Hardware, Advanced Mathematics, and Model Physics (CHAMMP) Climate Modeling Program is designed to contribute directly to this rapid improvement. The goal of the CHAMMP Climate Modeling Program is to develop, verify, and apply a new generation of climate models within a coordinated framework that incorporates the best available scientific and numerical approaches to represent physical, biogeochemical, and ecological processes, that fully utilizes the hardware and software capabilities of new computer architectures, that probes the limits of climate predictability, and finally that can be used to address the challenging problem of understanding the greenhouse climate issue through the ability of the models to simulate time-dependent climatic changes over extended times and with regional resolution.
"I am Not a Statistic": Identities of African American Males in Advanced Science Courses
NASA Astrophysics Data System (ADS)
Johnson, Diane Wynn
The United States Bureau of Labor Statistics (2010) expects new industries to generate approximately 2.7 million jobs in science and technology by the year 2018, and there is concern as to whether there will be enough trained individuals to fill these positions. A tremendous resource remains untapped, African American students, especially African American males (National Science Foundation, 2009). Historically, African American males have been omitted from the so called science pipeline. Fewer African American males pursue a science discipline due, in part; to limiting factors they experience in school and at home (Ogbu, 2004). This is a case study of African American males who are enrolled in advanced science courses at a predominantly African American (84%) urban high school. Guided by expectancy-value theory (EVT) of achievement related results (Eccles, 2009; Eccles et al., 1983), twelve African American male students in two advanced science courses were observed in their science classrooms weekly, participated in an in-depth interview, developed a presentation to share with students enrolled in a tenth grade science course, responded to an open-ended identity questionnaire, and were surveyed about their perceptions of school. Additionally, the students' teachers were interviewed, and seven of the students' parents. The interview data analyses highlighted the important role of supportive parents (key socializers) who had high expectations for their sons and who pushed them academically. The students clearly attributed their enrollment in advanced science courses to their high regard for their science teachers, which included positive relationships, hands-on learning in class, and an inviting and encouraging learning environment. Additionally, other family members and coaches played important roles in these young men's lives. Students' PowerPoint(c) presentations to younger high school students on why they should take advanced science courses highlighted these
Yamamoto, Shigetaka; Tanaka, Yasuhiro; Ito, Toshinori; Nakai, Sumio; Morimoto, Yoshikazu; Kitagawa, Tohru; Kurihara, Youjirou; Nishimura, Junichi
2003-01-01
Weekly administration of paclitaxel with a short course of premedication was performed for 8 patients with advanced or recurrent gastric cancer. In this regimen, 500 ml of physiological saline with vitamins was administered in a 3-hour infusion. After 30 minutes of infusion, dexamethasone 10 mg, chlorpheniramine maleate 5 mg, famotidine 20 mg and ramosetron hydrochloride 0.3 mg were administered intravenously. After 30 more minutes of infusion, paclitaxel at a dose of 65 mg/m2 was admixed in the residual normal physiological saline and administered over 2 hours. Administration was continued for 3 weeks with a 1 week rest. Though the partial response rate was 25%, clinical symptoms improved in all patients. Moreover, both hematological and non-hematological toxicities were mild. Weekly administration of paclitaxel with a short course of premedication is an effective and well-tolerated method for patients with advanced or recurrent gastric cancer. PMID:12557707
NASA Astrophysics Data System (ADS)
Ben-Chaim, David; Zoller, Uri
2001-06-01
This study focuses on the assessment of students' (N=138) versus their teachers' (N=8) self-perception of the latter's personal style (PS) in the context of science and mathematics teaching in college; it uses the Personal Style Questionnaire and structured interviews for this purpose. The teacher's preferred (the ideal) and the actual personal style profiles thus obtained indicate that there is a good correspondence between the students' and teachers' perceptions concerning the preferred personal style of teachers. It also indicates that the students assess quite adequately the actual PS of their teachers. Regarding the significance of the association between the students' preferred and the teachers' actual PS in College science and mathematics teaching for effective learning, the self-modification of PS by reflective prospective and in-service science teachers is recommended.
Chemical Features of Soil: Advanced Crop and Soil Science. A Course of Study.
ERIC Educational Resources Information Center
Miller, Larry E.
The course of study represents the fifth of six modules in advanced crop and soil science and introduces the agriculture student to chemical features of the soil. Upon completing the four day lesson, the student will be able to: (1) list macro- and micro-nutrients, (2) define pH and its effect on plants, (3) outline Cation Exchange of the soil,…
ERIC Educational Resources Information Center
Groman, Margaret W.
Geometer's Sketchpad is an interactive geometry software package used to help students learn geometry principles. Use of Sketchpad in a secondary education math course at the State University of New York (SUNY) at Oswego has allowed geometry to be taught in a dynamic manner. The paper provides three examples of how Sketchpad is used. Traditional…
ERIC Educational Resources Information Center
Yoon, Caroline; Sneddon, Jamie
2011-01-01
Tablet PCs have been increasingly used in undergraduate courses to create recorded lectures that are close copies of the live lectures. Research has shown that students are largely positive about the availability of tablet PC recorded lectures. However, there is some concern that the availability of such faithful recordings may encourage students…
Organization by Design: Supply- and Demand-Side Models of Mathematics Course Taking
ERIC Educational Resources Information Center
McFarland, Daniel A.; Rodan, Simon
2009-01-01
Prior work has proposed different theoretical mechanisms to explain students' course-taking patterns in schools. On the one hand, there are oversocialized accounts that claim that rules, social background factors, and supply-side factors shape observed career patterns. On the other hand, there are undersocialized accounts that claim that the…
The Design and Application of Technology-Based Courses in the Mathematics Classroom
ERIC Educational Resources Information Center
Offer, Joey; Bos, Beth
2009-01-01
It is difficult to examine the effectiveness of technology-based courses (TBC) without understanding the design and application in classrooms. There is evidence of disconnects among the theory for designing, the theory used to apply TBCs in classrooms, and the theory used to research and evaluate TBCs [Hickey, D. T. (1997). Motivation and…
Using Sustainability to Incorporate Service-Learning into a Mathematics Course: A Case Study
ERIC Educational Resources Information Center
Donnay, Victor J.
2013-01-01
We describe a college math course and summer research project in which students used their math skills to analyze sustainability issues on campus and in the wider community and how these projects contributed to bringing about change in the community. Staff members at the college played an important role in developing and supervising the student…
ERIC Educational Resources Information Center
Hatch, Mary Jacqueline
In the winter of 1965, an experimental course in Elementary Number Theory was presented to a 6th grade class in the Hosmer School, Watertown, Massachusetts. Prior to the introduction of the present material, students had been exposed in class to such topics from the University of Illinois Arithmetic Project as lattices, number lines, frame…
ERIC Educational Resources Information Center
Akkoç, Hatice
2015-01-01
This paper focuses on a specific aspect of formative assessment, namely questioning. Given that computers have gained widespread use in learning and teaching, specific attention should be made when organizing formative assessment in computer learning environments (CLEs). A course including various workshops was designed to develop knowledge and…
The Influence of an Online Elementary Mathematics Pedagogy Course on Teacher Candidates' Performance
ERIC Educational Resources Information Center
Polly, Drew
2013-01-01
The number of candidates seeking and completing online courses and programs in teacher education continues to increase in order to meet the licensing flexibility demands of adults pursuing teacher certification. Using the theoretical constructs of learner-centered instruction and zones of proximal development, this paper provides an overview of…
Rudisill, Celeste N.; Bickley, A. Rebecca; McAbee, Catherine; Miller, April D.; Piro, Christina C.; Schulz, Richard
2011-01-01
Objective To implement and evaluate the impact of an elective evidence-based medicine (EBM) course on student performance during advanced pharmacy practice experiences (APPEs). Design A 2-hour elective course was implemented using active-learning techniques including case studies and problem-based learning, journal club simulations, and student-driven wiki pages. The small class size (15 students) encouraged independent student learning, allowing students to serve as the instructors and guest faculty members from a variety of disciplines to facilitate discussions. Assessment Pre- and posttests found that students improved on 83% of the core evidence-based medicine concepts evaluated. Fifty-four APPE preceptors were surveyed to compare the performance of students who had completed the EBM course prior to starting their APPEs with students who had not. Of the 38 (70%) who responded, the majority (86.9%) agreed that students who had completed the course had stronger skills in applying evidence-based medicine to patient care than other students. The 14 students who completed the elective also were surveyed after completing their APPEs and the 11 who responded agreed the class had improved their skills and provided confidence in using the medical literature. Conclusions The skill set acquired from this EBM course improved students' performance in APPEs. Evidence-based medicine and literature search skills should receive more emphasis in the pharmacy curriculum. PMID:21451761
Development of a Pharmacy Capstone Course From Focus Groups to Advanced Patient Care
Cooley, Janet H; Tanner, Natalee E; Hanauer, Courtney N; Schiefer, Danielle M; Herrier, Richard N
2014-01-01
Objective. To describe the development of a capstone course using qualitative results of focus groups and to determine the impact of the course using a pre- and postcourse surveys. Design. A course titled Advanced Patient Care was developed using themes emerged from 3 stakeholder focus groups and implemented with case-based sessions, interactive exercises, and Objective Structured Clinical Examinations (OSCEs). Pre- and postcourse surveys were conducted to assess the students’ confidence and knowledge in managing 8 commonly-encountered conditions. Assessment. During the 2-year course implementation, a total of 169 students participated in the pre- and postcourse surveys (87.6% response rate). The mean total confidence score increased significantly from 54.3 (±9.2) to 69.0 (±8.6, p<0.001), and the total mean knowledge score increased significantly from 6.3 to 6.9 (p<0.001). Conclusion. The capstone course, fueled by focus group findings and implemented using interactive sessions and simulations, positively impacted students’ confidence and knowledge for clinical practice experiences and professional practice. PMID:25386021
ERIC Educational Resources Information Center
Johnston, William; McAllister, Alex M.
2012-01-01
Successful outcomes for a "Transition Course in Mathematics" have resulted from two unique design features. The first is to run the course as a "survey course" in mathematics, introducing sophomore-level students to a broad set of mathematical fields. In this single mathematics course, undergraduates benefit from an introduction of proof…
Glimm, J.
2009-10-14
Progress for the past decade or so has been extraordinary. The solution of Fermat's Last Theorem [11] and of the Poincare Conjecture [1] have resolved two of the most outstanding challenges to mathematics. For both cases, deep and advanced theories and whole subfields of mathematics came into play and were developed further as part of the solutions. And still the future is wide open. Six of the original seven problems from the Clay Foundation challenge remain open, the 23 DARPA challenge problems are open. Entire new branches of mathematics have been developed, including financial mathematics and the connection between geometry and string theory, proposed to solve the problems of quantized gravity. New solutions of the Einstein equations, inspired by shock wave theory, suggest a cosmology model which fits accelerating expansion of the universe possibly eliminating assumptions of 'dark matter'. Intellectual challenges and opportunities for mathematics are greater than ever. The role of mathematics in society continues to grow; with this growth comes new opportunities and some growing pains; each will be analyzed here. We see a broadening of the intellectual and professional opportunities and responsibilities for mathematicians. These trends are also occuring across all of science. The response can be at the level of the professional societies, which can work to deepen their interactions, not only within the mathematical sciences, but also with other scientific societies. At a deeper level, the choices to be made will come from individual mathematicians. Here, of course, the individual choices will be varied, and we argue for respect and support for this diversity of responses. In such a manner, we hope to preserve the best of the present while welcoming the best of the new.
Summer Courses in Computing for the Gifted and Talented: How Much Can Be Accomplished in Two Weeks?
ERIC Educational Resources Information Center
Hersberger, James R.; Talsma, Gary
1985-01-01
The paper describes a two-week summer course for gifted students which successfully develops mathematical program solving, promotes understanding of advanced mathematical concepts, and allows students to learn a great deal of programing. (CL)
NASA Astrophysics Data System (ADS)
Vavylonis, Dimitrios
2009-03-01
I will describe my experience in developing an interdisciplinary biophysics course addressed to students at the upper undergraduate and graduate level, in collaboration with colleagues in physics and biology. The students had a background in physics, biology and engineering, and for many the course was their first exposure to interdisciplinary topics. The course did not depend on a formal knowledge of equilibrium statistical mechanics. Instead, the approach was based on dynamics. I used diffusion as a universal ``long time'' law to illustrate scaling concepts. The importance of statistics and proper counting of states/paths was introduced by calculating the maximum accuracy with which bacteria can measure the concentration of diffuse chemicals. The use of quantitative concepts and methods was introduced through specific biological examples, focusing on model organisms and extremes at the cell level. Examples included microtubule dynamic instability, the search and capture model, molecular motor cooperativity in muscle cells, mitotic spindle oscillations in C. elegans, polymerization forces and propulsion of pathogenic bacteria, Brownian ratchets, bacterial cell division and MinD oscillations.
Advanced Screencasting With Embedded Assessments in Pathophysiology and Therapeutics Course Modules
Jensen, Megan; Loeffler, William; Avery, Lisa
2014-01-01
Objective. To implement and assess the effectiveness of a hybrid learning model using advanced screencasting with embedded assessments in pathophysiology and therapeutics modules. Design. Two pathophysiology and therapeutics course modules on viral hepatitis and the clinical pharmacokinetics of aminoglycosides were chosen for study. The preclass portion of the hybrid model involved student completion of interactive e-lectures that were created with the use of advanced screencasting and included embedded assessments. Students viewed the e-lectures and completed the assessment questions prior to in-class lecture. Assessment. Preimplementation and postimplementation test scores were compared and student survey data were analyzed. Test scores improved significantly and students’ perceptions of the learning method were favorable. Test scores improved most significantly on higher-level Bloom’s taxonomy questions. Conclusion. A hybrid model that used advanced screencasting with embedded assessments offered a novel method to afford students active-learning opportunities to progress to higher cognitive domains of learning. PMID:25147400
Ngan, Samuel Y
2016-07-01
Preoperative short-course radiotherapy and preoperative long-course chemoradiotherapy are the standards of care for high-risk rectal cancer in different parts of the world. Both treatments are effective in local control and carry a low morbidity. The advantage of short course is its simplicity, whereas long course has the advantage of downsizing tumors thus increasing the chance of sphincter preservation. Although 2 randomized trials comparing short course and long course have been performed, the better form of preoperative treatment remains a subject of discussion. This article reviews the evidence supporting each approach, and it discusses their relative merits and future directions. PMID:27238469
Plunk, Andrew D.; Tate, William F.; Bierut, Laura J.; Grucza, Richard A.
2014-01-01
Mathematics and science course graduation requirement (CGR) increases in the 1980s and 1990s might have had both intended and unintended consequences. Using logistic regression with Census and American Community Survey (ACS) data (n = 2,892,444), we modeled CGR exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree. Possible between-groups differences were also assessed. We found that higher CGRs were associated with higher odds to drop out of high school, but results for the college-level outcomes varied by group. Some were less likely to enroll, whereas others who began college were more likely to obtain a degree. Increased high school dropout was consistent across the population, but some potential benefit was also observed, primarily for those reporting Hispanic ethnicity. PMID:25541563
Mathematical Modeling of Food Supply for Long Term Space Missions Using Advanced Life Support
NASA Technical Reports Server (NTRS)
Cruthirds, John E.
2003-01-01
A habitat for long duration missions which utilizes Advanced Life Support (ALS), the Bioregenerative Planetary Life Support Systems Test Complex (BIO-Plex), is currently being built at JSC. In this system all consumables will be recycled and reused. In support of this effort, a menu is being planned utilizing ALS crops that will meet nutritional and psychological requirements. The need exists in the food system to identify specific physical quantities that define life support systems from an analysis and modeling perspective. Once these quantities are defined, they need to be fed into a mathematical model that takes into consideration other systems in the BIO-Plex. This model, if successful, will be used to understand the impacts of changes in the food system on the other systems and vice versa. The Equivalent System Mass (ESM) metric has been used to describe systems and subsystems, including the food system options, in terms of the single parameter, mass. There is concern that this approach might not adequately address the important issues of food quality and psychological impact on crew morale of a supply of fiesh food items. In fact, the mass of food can also depend on the quality of the food. This summer faculty fellow project will involve creating an appropriate mathematical model for the food plan developed by the Food Processing System for BIO-Plex. The desired outcome of this work will be a quantitative model that can be applied to the various options of supplying food on long-term space missions.
Not Available
1981-10-01
This report incorporates all lectures and presentations at the Advanced International Training Course on State Systems of Accounting for and Control of Nuclear Material held April 27 through May 12, 1981 at Santa Fe and Los Alamos, New Mexico, and Richland, Washington, USA. Authorized by the US Nuclear Non-Proliferation Act and sponsored by the US Department of Energy in cooperation with the International Atomic Energy Agency, the course was developed to provide practical training in the design, implementation, and operation of a state system of nuclear materials accountability and control that satisfies both national and international safeguards. Major emphasis for the 1981 course was placed on safeguards methods used at bulk-handling facilities, particularly low-enriched uranium conversion and fuel fabrication plants. The course was conducted by the University of California's Los Alamos National Laboratory, the Battelle Pacific Northwest Laboratory, and Exxon Nuclear Company, Inc. Tours and demonstrations were arranged at both the Los Alamos National Laboratory, Los Alamos, New Mexico, and the Exxon Nuclear fuel fabrication plant, Richland, Washington.
The College Entrance Examination Board and Mathematics Education.
ERIC Educational Resources Information Center
Jones, Chancey O.; Valentine, John A.
1984-01-01
To help explain the relationship between board activities and mathematics education today, the creation and evolution of the College Board are described. The development of the Advanced Placement computer science course description and examination are noted particularly. (MNS)
In-Situ Assays Using a New Advanced Mathematical Algorithm - 12400
Oginni, B.M.; Bronson, F.L.; Field, M.B.; Lamontagne, J.; LeBlanc, P.J.; Morris, K.E.; Mueller, W.F.; Atrashkevich, V.
2012-07-01
Current mathematical efficiency modeling software for in-situ counting, such as the commercially available In-Situ Object Calibration Software (ISOCS), typically allows the description of measurement geometries via a list of well-defined templates which describe regular objects, such as boxes, cylinder, or spheres. While for many situations, these regular objects are sufficient to describe the measurement conditions, there are occasions in which a more detailed model is desired. We have developed a new all-purpose geometry template that can extend the flexibility of current ISOCS templates. This new template still utilizes the same advanced mathematical algorithms as current templates, but allows the extension to a multitude of shapes and objects that can be placed at any location and even combined. In addition, detectors can be placed anywhere and aimed at any location within the measurement scene. Several applications of this algorithm to in-situ waste assay measurements, as well as, validations of this template using Monte Carlo calculations and experimental measurements are studied. Presented in this paper is a new template of the mathematical algorithms for evaluating efficiencies. This new template combines all the advantages of the ISOCS and it allows the use of very complex geometries, it also allows stacking of geometries on one another in the same measurement scene and it allows the detector to be placed anywhere in the measurement scene and pointing in any direction. We have shown that the template compares well with the previous ISOCS software within the limit of convergence of the code, and also compare well with the MCNPX and measured data within the joint uncertainties for the code and the data. The new template agrees with ISOCS to within 1.5% at all energies. It agrees with the MCNPX to within 10% at all energies and it agrees with most geometries within 5%. It finally agrees with measured data to within 10%. This mathematical algorithm can now be
ERIC Educational Resources Information Center
Alper, Seth M.
2013-01-01
This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The…
ERIC Educational Resources Information Center
Maina, Nyambura Susan
2015-01-01
At the request of the Office of Curriculum and Instructional Programs, the Office of Shared Accountability examined the impact of offering Advanced Grade 8 U.S. History on enrollment and performance in Advanced Placement (AP) social studies courses in Grade 9. The study compared Grade 9 enrollment and performance in AP U.S. History or AP U.S.…
ERIC Educational Resources Information Center
Stanford Univ., CA. School Mathematics Study Group.
This text is the fourth of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. This text begins with a brief discussion of quadratic equations which motivates the…
ERIC Educational Resources Information Center
Tarr, James E.; Grouws, Douglas A.; Chavez, Oscar; Soria, Victor M.
2013-01-01
The authors examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11…
ERIC Educational Resources Information Center
Gonyea, Adrian C.
The instructor's guide provides a review for those preparing to take Part IV of the Certified Professional Secretary (CPS) examination. Course content can also help secretaries update their skills in accounting and business mathematics. Organized into lessons with objectives, content outline, and teaching suggestions and references, the units…
ERIC Educational Resources Information Center
Wolfle, James D.; Williams, Mitchell R.
2014-01-01
This research study examined the 2006 cohort of First-Time-in-College students from all 23 community colleges in Virginia. The goal was to examine fall-to-fall persistence and success in the first college-level mathematics course. Predictor variables used were developmental status, age, gender, and race and ethnicity of the student. Interaction…
ERIC Educational Resources Information Center
Kumar, David D.; Morris, John D.
2005-01-01
A multiple regression analysis of the relationship between prospective teachers' scientific understanding and Gender, Education Level (High School, College), Courses in Science (Biology, Chemistry, Physics, Earth Science, Astronomy, and Agriculture), Attitude Towards Science, and Attitude Towards Mathematics is reported. Undergraduate elementary…
Mathematics Boot Camps: A Strategy for Helping Students to Bypass Remedial Courses
NASA Astrophysics Data System (ADS)
Hamilton, Marilyn A. L.
Many community colleges struggle to find the best strategy to help incoming at-risk students prepare for the placement test. The purpose of this quantitative quasi-experimental study, was to answer the question as to which of 2 programs, a 2-week, face-to-face mathematics refresher program, Math Boost-Up, or an online-only program, might increase the ACCUPLACER posttest scores of incoming community college students. The study used archival data for 136 students who self-selected to either participate in the Math Boost-Up program (the experiment group), or in the online-only program (the comparison group). Knowles's theory of adult learning, andragogy, served as the theoretical framework. Spearman, Kruskal-Wallis, Mann-Whitney, and chi-square tests were used to measure the effect of 4 moderator variables (age, high school GPA, number of minutes spent in MyFoundationsLab, and number of days spent in face-to-face sessions) on the pre- and posttest scores of students in each group. The results indicated that students in the Math Boost-Up program experienced statistically significant gains in arithmetic and elementary algebra than did those students in the online-only program. The results also indicated that the 4 moderator variables affected gains in posttest scores. Additionally, the results disproved the andragogical premise that students would be self-directed and would self-select to participate in the intervention. A recommendation was that participation in the face-to-face refresher program should be mandatory. The study contributes to social change by providing evidence that short-term refresher programs could increase the scores of students on placement tests.
ERIC Educational Resources Information Center
Richardson, Sandra
2009-01-01
This article describes experiences from a professional development project designed to prepare in-service eighth-grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I. This article describes the process of the participating teachers' mathematical…
ERIC Educational Resources Information Center
Roschelle, Jeremy; Shechtman, Nicole; Tatar, Deborah; Hegedus, Stephen; Hopkins, Bill; Empson, Susan; Knudsen, Jennifer; Gallagher, Lawrence P.
2010-01-01
The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics. The studies evaluated the SimCalc approach, which integrates an interactive representational technology, paper curriculum,…
ERIC Educational Resources Information Center
Scarborough, Jule Dee
2004-01-01
This document (book) reports on the Strategic Alliance to Advance Technological Education through Enhanced Mathematics, Science, Technology, and English Education at the Secondary Level, funded by National Science Foundation. It was a collaborative partnership involving the Rockford Public Schools, Rock Valley College, and Northern Illinois…
ERIC Educational Resources Information Center
le Roux, Kate; Adler, Jill
2016-01-01
Mathematical problems that make links to the everyday and to disciplines other than mathematics--variously referred to as practical, realistic, real-world or applied problems in the literature--feature in school and undergraduate mathematics reforms aimed at increasing mathematics participation in contexts of inequity and diversity. In this…
ERIC Educational Resources Information Center
Southeast Asian Ministers of Education Organization (Singapore). Regional Center for Education in Science and Mathematics.
This document reports on a series of intensive courses on modern methods of teaching and evaluating elementary and secondary science and mathematics held at the SEAMEO Regional Centre for Education in Science and Mathematics (RECSAM), Penang, Malaysia, during 1971. The courses were aimed at providing participants with a broad range of experiences…
ERIC Educational Resources Information Center
Vaughn, E. Sidney, III
2010-01-01
According to Arthur Powell "Advanced Placement courses have probably brought more challenging academic experiences to more students than any other single reform in recent American high school history" ("Lessons from Privilege: The American Prep School Tradition", p. 243). To this end, there has been a significant increase in Advanced Placement…
ERIC Educational Resources Information Center
Buford, Brandie J.
2012-01-01
The purpose of this mixed methods study was to describe the perceptions of African American students pertaining to their engagement in Advanced Placement English Literature and Composition course and Advanced Placement English Literature and Composition examination. A purposive sampling design was employed to select 12 participants from one urban…
ERIC Educational Resources Information Center
Vidrine, Brent
2013-01-01
The purpose of the study was to investigate participation rates of minorities and economically disadvantaged students in Advanced Placement programs in selected high schools in Northeast Louisiana. Advanced Placement programs in high schools generally promote higher level education courses. The focus of the investigation was perceptions held by…
ERIC Educational Resources Information Center
Dougherty, Chrys; Mellor, Lynn; Jian, Shuling
2006-01-01
The pressure to improve high school students' academic results has led many schools and districts to take the first step of enrolling more students in advanced courses. Business and state policy leaders have encouraged this practice. However, the hard part of the bargain is to ensure that students actually learn the advanced content implied by the…
"I am Not a Statistic": Identities of African American Males in Advanced Science Courses
NASA Astrophysics Data System (ADS)
Johnson, Diane Wynn
The United States Bureau of Labor Statistics (2010) expects new industries to generate approximately 2.7 million jobs in science and technology by the year 2018, and there is concern as to whether there will be enough trained individuals to fill these positions. A tremendous resource remains untapped, African American students, especially African American males (National Science Foundation, 2009). Historically, African American males have been omitted from the so called science pipeline. Fewer African American males pursue a science discipline due, in part; to limiting factors they experience in school and at home (Ogbu, 2004). This is a case study of African American males who are enrolled in advanced science courses at a predominantly African American (84%) urban high school. Guided by expectancy-value theory (EVT) of achievement related results (Eccles, 2009; Eccles et al., 1983), twelve African American male students in two advanced science courses were observed in their science classrooms weekly, participated in an in-depth interview, developed a presentation to share with students enrolled in a tenth grade science course, responded to an open-ended identity questionnaire, and were surveyed about their perceptions of school. Additionally, the students' teachers were interviewed, and seven of the students' parents. The interview data analyses highlighted the important role of supportive parents (key socializers) who had high expectations for their sons and who pushed them academically. The students clearly attributed their enrollment in advanced science courses to their high regard for their science teachers, which included positive relationships, hands-on learning in class, and an inviting and encouraging learning environment. Additionally, other family members and coaches played important roles in these young men's lives. Students' PowerPoint(c) presentations to younger high school students on why they should take advanced science courses highlighted these
ERIC Educational Resources Information Center
Aneckstein, Laura; Baird, Andrea; Butler, Margaret; Chambers, David; Johnson, Wanda; Kraus, Rebecca; Mann, Eric; Trost, Tami; Zalokar, Nadja; Zieseniss, Mireille
This report focuses on the Office for Civil Rights' (OCR's) activities relating to Title IX and advanced mathematics, science, and technology education for girls. It examines some of the barriers and inequities that undermine girls' opportunities to choose college majors and enter careers in the advanced mathematics, science, and technology…
Remedial Mathematics for Quantum Chemistry
ERIC Educational Resources Information Center
Koopman, Lodewijk; Brouwer, Natasa; Heck, Andre; Buma, Wybren Jan
2008-01-01
Proper mathematical skills are important for every science course and mathematics-intensive chemistry courses rely on a sound mathematical pre-knowledge. In the first-year quantum chemistry course at this university, it was noticed that many students lack basic mathematical knowledge. To tackle the mathematics problem, a remedial mathematics…
Rodenbusch, Stacia E; Hernandez, Paul R; Simmons, Sarah L; Dolan, Erin L
2016-01-01
National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score-matching to control for student-level differences, we tested the effect of participating in FRI on students' probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students' GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. PMID:27252296
Rodenbusch, Stacia E.; Hernandez, Paul R.; Simmons, Sarah L.; Dolan, Erin L.
2016-01-01
National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score–matching to control for student-level differences, we tested the effect of participating in FRI on students’ probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students’ GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. PMID:27252296
NASA Astrophysics Data System (ADS)
Urbina, Josue N.
There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida's enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified. The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years. Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance. These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with
ERIC Educational Resources Information Center
Kinnari-Korpela, Hanna
2015-01-01
Mathematics' skills and knowledge lay the basis for engineering studies. However, the resources targeted to mathematics' teaching are in many cases very limited. During the past years in our university the reduction of mathematics' contact hours has been significant while at the same time the study groups have grown. However, the mathematical…
Special Advanced Course for Core Sciences to Bring Up Project Leaders
NASA Astrophysics Data System (ADS)
Inagaki, Kenji; Tabata, Nobuhisa; Gofuku, Akio; Harada, Isao; Takada, Jun
Special Advanced Course for Core Sciences has been introduced recently to Graduate School of Natural Science and Technology, Okayama University, to bring up a project leader. The following points are key education goals in this program : (1) knowledge of core sciences, (2) communication ability by using English, and (3) wide viewpoints for researches. In order to accomplish these goals, several lectures for core sciences, patent systems and engineering ethics as well as long term internships by the collaboration with some regional companies have been put in practice. In this paper, we describe the outline of the program, educational effects, and our experiences. Then, we discuss how effective the program is for bringing up an engineer or a scientist who can lead sciences and technologies of their domains. This paper also describes current activities of the program.
Integrating Project-Based Service-Learning into an Advanced Environmental Chemistry Course
NASA Astrophysics Data System (ADS)
Draper, Alison J.
2004-02-01
In an advanced environmental chemistry course, the inclusion of semester-long scientific service projects successfully integrated the research process with course content. Each project involved a unique community-based environmental analysis in which students assessed an aspect of environmental health. The projects were due in small pieces at even intervals, and students worked independently or in pairs. Initially, students wrote a project proposal in which they chose and justified a project. Following a literature review of their topic, they drafted sampling and analysis plans using methods in the literature. Samples were collected and analyzed, and all students assembled scientific posters describing the results of their study. In the last week of the semester, the class traveled to a regional professional meeting to present the posters. In all, students found the experience valuable. They learned to be professional environmental chemists and learned the value of the discipline to community health. Students not only learned about their own project in depth, but they were inspired to learn textbook material, not for an exam, but because it helped them understand their own project. Finally, having a community to answer to at the end of the project motivated students to do careful work.
ERIC Educational Resources Information Center
What Works Clearinghouse, 2011
2011-01-01
The "University of Chicago School Mathematics Project ("UCSMP") 6-12 Curriculum" is a series of yearlong courses--(1) Transition Mathematics; (2) Algebra; (3) Geometry; (4) Advanced Algebra; (5) Functions, Statistics, and Trigonometry; and (6) Precalculus and Discrete Mathematics--emphasizing problem solving, real-world applications, and the use…
Raikova, Rositsa; Krutki, Piotr; Celichowski, Jan
2016-01-01
An unfused tetanus of a motor unit (MU) evoked by a train of pulses at variable interpulse intervals is the sum of non-equal twitch-like responses to these stimuli. A tool for a precise prediction of these successive contractions for MUs of different physiological types with different contractile properties is crucial for modeling the whole muscle behavior during various types of activity. The aim of this paper is to develop such a general mathematical algorithm for the MUs of the medial gastrocnemius muscle of rats. For this purpose, tetanic curves recorded for 30 MUs (10 slow, 10 fast fatigue-resistant and 10 fast fatigable) were mathematically decomposed into twitch-like contractions. Each contraction was modeled by the previously proposed 6-parameter analytical function, and the analysis of these six parameters allowed us to develop a prediction algorithm based on the following input data: parameters of the initial twitch, the maximum force of a MU and the series of pulses. Linear relationship was found between the normalized amplitudes of the successive contractions and the remainder between the actual force levels at which the contraction started and the maximum tetanic force. The normalization was made according to the amplitude of the first decomposed twitch. However, the respective approximation lines had different specific angles with respect to the ordinate. These angles had different and non-overlapping ranges for slow and fast MUs. A sensitivity analysis concerning this slope was performed and the dependence between the angles and the maximal fused tetanic force normalized to the amplitude of the first contraction was approximated by a power function. The normalized MU contraction and half-relaxation times were approximated by linear functions depending on the normalized actual force levels at which each contraction starts. The normalization was made according to the contraction time of the first contraction. The actual force levels were calculated
Mathematics. MDC-Squared Review Guide. Course III. A Co-Ser Project of the Cortland-Madison BOCES.
ERIC Educational Resources Information Center
Brown, Patricia A.; And Others
This review guide, prepared as an aid to teachers of Course III, starts with a pre-test review of Course II topics found again in Course III. The five units of Course III, as outlined in the New York State Syllabus, are then separated into nine smaller units. These include: real numbers; complex numbers; functions; logarithms; trigonometry;…
ERIC Educational Resources Information Center
Lenzen, Andrew
2013-01-01
Many students enter college inadequately prepared to take college-level math courses like College Algebra, and as a consequence must take one or more developmental math courses. It is becoming increasingly common for colleges to offer math courses online, including various developmental math courses including Intermediate Algebra. Many…
NASA Astrophysics Data System (ADS)
Everingham, Yvette; Gyuris, Emma; Sexton, Justin
2013-09-01
Today's scientist is faced with complex problems that require interdisciplinary solutions. Consequently, tertiary science educators have had to develop and deliver interdisciplinary science courses to equip students with the skills required to solve the evolving real-world challenges of today and tomorrow. There are few reported studies of the lessons learned from designing and delivering first year compulsory interdisciplinary science subjects at regional universities. Even fewer studies assess the impact that teaching interventions within interdisciplinary courses have on students' attitudes towards mathematics and technology, and mathematics anxiety. This paper discusses the feedback received from the first student cohort of a new compulsory, first year interdisciplinary science subject at a regional Australian university which resulted in curricular revisions. These revisions included a greater emphasis on the subject relevance and increased student support in tutorials. Assessment practices were also dramatically modified. The change in student attitudes and anxiety levels a priori and a posteriori to the interventions was measured quantitatively and qualitatively. Post-intervention, female and non-mathematics major students had grown in mathematical confidence and were less anxious. It is important that positive and negative research findings are reported, so science educators can learn from one another, and can better prepare their students for the challenges they will face in bringing interdisciplinary solutions to contemporary real-world problems.
A Framework for Mathematical Thinking: The Case of Linear Algebra
ERIC Educational Resources Information Center
Stewart, Sepideh; Thomas, Michael O. J.
2009-01-01
Linear algebra is one of the unavoidable advanced courses that many mathematics students encounter at university level. The research reported here was part of the first author's recent PhD study, where she created and applied a theoretical framework combining the strengths of two major mathematics education theories in order to investigate the…
An Assessment Model for Proof Comprehension in Undergraduate Mathematics
ERIC Educational Resources Information Center
Mejia-Ramos, Juan Pablo; Fuller, Evan; Weber, Keith; Rhoads, Kathryn; Samkoff, Aron
2012-01-01
Although proof comprehension is fundamental in advanced undergraduate mathematics courses, there has been limited research on what it means to understand a mathematical proof at this level and how such understanding can be assessed. In this paper, we address these issues by presenting a multidimensional model for assessing proof comprehension in…
NASA Astrophysics Data System (ADS)
Aflalo, Ester
2014-09-01
Background:Understanding the nature of science (NOS) has been a key objective in teaching sciences for many years. Despite the importance of this goal it is, until this day, a complex challenge that we are far from achieving. Purpose:The study was conducted in order to further the understanding of the NOS amongst preservice teachers. It explores the effects of another approach to teaching that combines teaching the NOS in a course of scientific content. Sample and Programmed description:109 preservice teachers studied the course on 'Cell Biology' or the course, 'Introduction to Life Sciences', whose teaching model differs. In addition to the usual subject matter the courses included activities to understand some aspects of the NOS, reflective discussions, as well as historical descriptions of the scientific discoveries and developments pertaining to the course matter. Design and methods:The study has characteristics of action research The perceptions of the NOS amongst preservice teachers were examined prior to, and following, the course. The perceptions were examined through 35 closed questions and one open question. Results:The findings show that following the course, some of the concepts of NOS changed. Naïve and conservative acuity developed into more current perceptions towards the NOS. Similarly, there was greater internalization of the meaning of the NOS and the significance of its teaching. Conclusions:The findings of this research discuss evidence of the importance of combining the teaching of the NOS in scientific courses in order to advance scientific literacy.
ERIC Educational Resources Information Center
DeRose, Diego S.; Clement, Russell W.
2011-01-01
Broward County Public Schools' Research Services department uses logistic regression analysis to compute an indicator to predict student enrollment in advanced high school courses, for students entering ninth grade for the first time. This prediction indicator, along with other student characteristics, supports high school guidance staffs in…
ERIC Educational Resources Information Center
Texas State Technical Coll. System, Waco.
This package consists of course syllabi, an instructor's handbook, and student laboratory manual for a 1-year vocational training program to prepare students for entry-level positions as advanced computer numerical control (CNC) and computer-assisted manufacturing (CAM) technicians.. The program was developed through a modification of the DACUM…
ERIC Educational Resources Information Center
Zarate, Maria Estela; Pachon, Harry P.
2006-01-01
Analysis by researchers of the Tomas Rivera Policy Institute (TRPI) on Advanced Placement (AP) courses in California public high schools in the mid-1990s concluded that although high school AP programs offered talented youngsters the opportunity to stretch their mental horizons and preview the challenges of college-level coursework, the programs…
ERIC Educational Resources Information Center
Sadler, Philip M.; Tai, Robert H.
2007-01-01
Honors and advanced placement (AP) courses are commonly viewed as more demanding than standard high school offerings. Schools employ a range of methods to account for such differences when calculating grade point average and the associated rank in class for graduating students. In turn, these statistics have a sizeable impact on college admission…
ERIC Educational Resources Information Center
Cooney, Siobhan M.; McKillip, Mary E. M.; Smith, Kara
2013-01-01
The present study investigates how current college students perceive their experiences in high school Advanced Placement Program (AP) courses. The goal of this research was twofold: We wanted to not only add to the existing literature on outcomes for AP students but also investigate possible benefits for students without success (i.e., a score of…
ERIC Educational Resources Information Center
Rarick, Damon O.
2010-01-01
This article describes how the author has successfully combined polling with more traditional instructional strategies to enhance student presentation skills in an advanced course teaching technical German. By helping students select and prepare topics, anticipate questions and engage the audience, instructors can eliminate some of the root causes…
Code of Federal Regulations, 2011 CFR
2011-07-01
... Female Members) (Sample) D Appendix D to Part 110 National Defense Department of Defense OFFICE OF THE... COMMUTATION INSTEAD OF UNIFORMS FOR MEMBERS OF THE SENIOR RESERVE OFFICERS' TRAINING CORPS Pt. 110, App. D Appendix D to Part 110—Application of Advanced Course Formula (Male and Female Members) (Sample) Zone...
Code of Federal Regulations, 2010 CFR
2010-07-01
... Female Members) (Sample) D Appendix D to Part 110 National Defense Department of Defense OFFICE OF THE... COMMUTATION INSTEAD OF UNIFORMS FOR MEMBERS OF THE SENIOR RESERVE OFFICERS' TRAINING CORPS Pt. 110, App. D Appendix D to Part 110—Application of Advanced Course Formula (Male and Female Members) (Sample) Zone...
Code of Federal Regulations, 2013 CFR
2013-07-01
... Female Members) (Sample) D Appendix D to Part 110 National Defense Department of Defense OFFICE OF THE... COMMUTATION INSTEAD OF UNIFORMS FOR MEMBERS OF THE SENIOR RESERVE OFFICERS' TRAINING CORPS Pt. 110, App. D Appendix D to Part 110—Application of Advanced Course Formula (Male and Female Members) (Sample) Zone...
Caravatta, Luciana; Padula, Gilbert D.A.; Macchia, Gabriella; Ferrandina, Gabriella; Bonomo, Pierluigi; Deodato, Francesco; Massaccesi, Mariangela; Mignogna, Samantha; Tambaro, Rosa; Rossi, Marco; Flocco, Mariano; Scapati, Andrea; and others
2012-08-01
Purpose: To define the maximum tolerated dose of a conformal short-course accelerated radiotherapy in patients with symptomatic advanced pelvic cancer. Methods and Materials: A phase I trial in 3 dose-escalation steps was designed: 14 Gy (3.5-Gy fractions), 16 Gy (4-Gy fractions), and 18 Gy (4.5-Gy fractions). The eligibility criteria included locally advanced and/or metastatic pelvic cancer and Eastern Cooperative Oncology Group performance status of {<=}3. Treatment was delivered in 2 days with twice-daily fractionation and at least an 8-hour interval. Patients were treated in cohorts of 6-12 to define the maximum tolerated dose. The dose-limiting toxicity was defined as any acute toxicity of grade 3 or greater, using the Radiation Therapy Oncology Group scale. Pain was recorded using a visual analog scale. The effect on quality of life was evaluated according to Cancer Linear Analog Scale (CLAS). Results: Of the 27 enrolled patients, 11 were male and 16 were female, with a median age of 72 years (range 47-86). The primary tumor sites were gynecologic (48%), colorectal (33.5%), and genitourinary (18.5%). The most frequent baseline symptoms were bleeding (48%) and pain (33%). Only grade 1-2 acute toxicities were recorded. No patients experienced dose-limiting toxicity. With a median follow-up time of 6 months (range 3-28), no late toxicities were observed. The overall (complete plus partial) symptom remission was 88.9% (95% confidence interval 66.0%-97.8%). Five patients (41.7%) had complete pain relief, and six (50%) showed >30% visual analog scale reduction. The overall response rate for pain was 91.67% (95% confidence interval 52.4%-99.9%). Conclusions: Conformal short course radiotherapy in twice-daily fractions for 2 consecutive days was well tolerated up to a total dose of 18 Gy. A phase II study is ongoing to confirm the efficacy on symptom control and quality of life indexes.
ERIC Educational Resources Information Center
Hillman, Thomas
2014-01-01
This article examines mathematical activity with digital technology by tracing it from its development through its use in classrooms. Drawing on material-semiotic approaches from the field of Science and Technology Studies, it examines the visions of mathematical activity that developers had for an advanced graphing calculator. It then follows the…
Mathematics majors' beliefs about proof reading
NASA Astrophysics Data System (ADS)
Weber, Keith; Mejia-ramos, Juan Pablo
2014-01-01
We argue that mathematics majors learn little from the proofs they read in their advanced mathematics courses because these students and their teachers have different perceptions about students' responsibilities when reading a mathematical proof. We used observations from a qualitative study where 28 undergraduates were observed evaluating mathematical arguments to hypothesize that mathematics majors hold four specific unproductive beliefs about proof reading. We then conducted a survey about these beliefs with 175 mathematics majors and 83 mathematicians. We found that mathematics majors were more likely to believe that when reading a good proof, they are not expected to construct justifications and diagrams, they can understand most proofs they read within 15 minutes, and understanding a proof is tantamount to being able to justify each step in the proof.
ERIC Educational Resources Information Center
Harwell, Michael; Post, Thomas R.; Cutler, Arnie; Maeda, Yukiko; Anderson, Edwin; Norman, Ke Wu; Medhanie, Amanuel
2009-01-01
The selection of K-12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation-funded or commercially developed mathematics…
ERIC Educational Resources Information Center
Noser, Thomas C.; Tanner, John R.; Shah, Situl
2008-01-01
The purpose of this study was to measure the comprehension of basic mathematical skills of students enrolled in statistics classes at a large regional university, and to determine if the scores earned on a basic math skills test are useful in forecasting student performance in these statistics classes, and to determine if students' basic math…
METSAT: Advanced Microwave Sounding Unit-A2 (AMSU-A2) structural mathematical model
NASA Technical Reports Server (NTRS)
Ely, Wayne
1995-01-01
This plan describes the Structural Mathematical Model of the METSAT AMSU-A2 instrument. The model is used to verify the structural adequacy of the AMSU-A2 instrument for the specified loading environments.
Finite Mathematics and Discrete Mathematics: Is There a Difference?
ERIC Educational Resources Information Center
Johnson, Marvin L.
Discrete mathematics and finite mathematics differ in a number of ways. First, finite mathematics has a longer history and is therefore more stable in terms of course content. Finite mathematics courses emphasize certain particular mathematical tools which are useful in solving the problems of business and the social sciences. Discrete mathematics…
ERIC Educational Resources Information Center
Tolley, Patricia A.; Blat, Catherine; McDaniel, Christopher; Blackmon, Donald; Royster, David
2012-01-01
Several studies strongly support the relationship between mathematics performance and retention of engineering students. There is also substantial evidence that nationally almost half of college freshmen could benefit from some mathematics remediation. The purpose of this study was to determine if the use of WeBWorK as an instructional technology…
ERIC Educational Resources Information Center
Hammer, Joyce D.
2011-01-01
In 2004, the Transition Mathematics Project (TMP), funded by the state of Washington and The Bill and Melinda Gates Foundation, was established to create projects to help high school students gain the necessary skills to become college and work-ready. Aligned to TMP's College Readiness Mathematics Standards, a fourth-year capstone mathematics…
ERIC Educational Resources Information Center
Wood, William B.
2002-01-01
A recently released National Research Council (NRC) report, "Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools", evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study,…
Mohammad, Rima A.; Benedict, Neal
2014-01-01
Objective. To assess student satisfaction and learning of course objectives following the integration of virtual patient cases designed to promote active, patient-centered learning in an advanced therapeutics pharmacy course. Design. A dynamic virtual patient platform that incorporated a branched-narrative, decision-making teaching model was used in an advanced therapeutics course to supplement lecture content. Assessment. Presimulation and postsimulation tests were used to assess student learning. The use of virtual patients significantly enhanced student learning for both higher- and lower-level test questions (p<0.001 and p=0.01, respectively). Students agreed or strongly agreed that the virtual patient cases provided an effective way to learn (72%), were enjoyable (69%), and were appropriate in content (80%), and that more should be incorporated (59%). Conclusion. The use of virtual patients in an advanced therapeutics practicum effectively promoted active, patient-centered learning; engaged students in an interactive and dynamic educational technology; encouraged teamwork; enhanced higher-level student learning; and improved student satisfaction in the course. PMID:25147397
Applied Vocational Mathematics.
ERIC Educational Resources Information Center
South Carolina State Dept. of Education, Columbia. Office of Vocational Education.
Developed for use in teaching a two-semester, one-unit course, this course guide is intended to aid the high school instructor in teaching mathematical problem-solving and computational skills to vocational education students. The state-adopted textbook for general mathematics III, "Applied General Mathematics" serves as the major resource…
Zeros and Ones in Advanced Mathematics: Transcending the Intimacy of Number.
ERIC Educational Resources Information Center
Nardi, Elena
2000-01-01
Examines how components of the concept of function (variable, domain, and range) and the process-object duality in its nature emerge as highly relevant to student learning in various mathematical contexts related to linear and abstract algebra. (Contains 22 references.) (ASK)
ERIC Educational Resources Information Center
Leddy, Mark H.
2010-01-01
Americans with disabilities are underemployed in science, technology, engineering and mathematics (STEM) at higher rates than their nondisabled peers. This article provides an overview of the National science Foundation's Research in Disabilities Education (RDE) program, of technology use by students with disabilities (SWD) in STEM, and of…
Accelerating Mathematics Achievement Using Heterogeneous Grouping
ERIC Educational Resources Information Center
Burris, Carol Corbett; Heubert, Jay P.; Levin, Henry M.
2006-01-01
This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed…
ERIC Educational Resources Information Center
Rozek, Christopher S.; Hyde, Janet S.; Svoboda, Ryan C.; Hulleman, Chris S.; Harackiewicz, Judith M.
2015-01-01
A foundation in science, technology, engineering, and mathematics (STEM) education is critical for students' college and career advancement, but many U.S. students fail to take advanced mathematics and science classes in high school. Research has neglected the potential role of parents in enhancing students' motivation for pursuing STEM courses.…
ERIC Educational Resources Information Center
Sworder, Steven C.
2007-01-01
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…
NASA Astrophysics Data System (ADS)
Farmer, J.
2009-12-01
MESA Programs have been established in over 30 community colleges in California. A critical component of the Program is the development of a course that helps new students in the community college and MESA environment to adjust to both college life and begin preparing for a professional career in the math- or science-based fields. To date, programs have developed an eclectic mix of courses to orient their students to their programs and to the college. This includes actual college courses that are credit or non-credit, usually 1 or 2 college units, as well as others that are offered only from within their MESA program that meet several times during the students’ first semester in the MESA Program. At College of the Desert (COD), a one unit orientation course was developed and approved by the Curriculum committee and was offered for the first time in Fall 2001. This class met once per week and consisted of several activities to help the student succeed and provided an opportunity for them to investigate future careers.. A StrengthsQuest assessment was added to this course in Fall 2004 and more and more of the course was impacted by the knowledge that the students gained about themselves from the assessment. One ongoing problem that was experienced with this course was scheduling a time so most of the new students could attend this important class at the beginning of their participation in the MESA Program. A pilot program to offer an online orientation course has been implemented at COD for the past two semesters that utilizes the StrengthsQuest as the initial student assessment and provides several experiences that build on those results. An outline of the components of the course will be presented and its potential will be discussed.
Bowers, C.
1994-12-31
Excepts from notes and reference materials provided at the advanced forest herbicides course, covering due diligence and the use of an Environmental Management System for companies in Ontario; autecology; herbicide mode of action and toxicology, chemistry and degradation, and metabolism; silvicultural efficacy of forest herbicides; herbicides as components of integrated vegetation management; droplet dispersal; low impact forest vegetation management; off-target movement; buffer zones and constraints; vegetation management; modelling labs; quantifying exposure; risk assessment; and addressing stakeholders` concerns.
Female and Male Modes of Rhetoric in an Advanced Composition Course.
ERIC Educational Resources Information Center
Lamb, Catherine E.
A college composition course based on teaching the difference between male and female modes of rhetoric offers advantages over the traditional course in reference, persuasive, and expressive discourse: the appeal to student emotion provided by the terms "female" and "male," and the clarity of the terms in delineating the possibilities and…