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…
Mathematical foundations of quantum mechanics: An advanced short course
NASA Astrophysics Data System (ADS)
Moretti, Valter
2016-08-01
This paper collects and extends the lectures I gave at the “XXIV International Fall Workshop on Geometry and Physics” held in Zaragoza (Spain) during September 2015. Within these lectures I review the formulation of Quantum Mechanics, and quantum theories in general, from a mathematically advanced viewpoint, essentially based on the orthomodular lattice of elementary propositions, discussing some fundamental ideas, mathematical tools and theorems also related to the representation of physical symmetries. The final step consists of an elementary introduction the so-called (C∗-) algebraic formulation of quantum theories.
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…
ERIC Educational Resources Information Center
de Wolf, Virginia A.
Freshmen placed into the second or third quarter of the first year calculus sequence at the University of Washington were studied. Two major findings were: freshmen eligible for advanced placement earned mean mathematics Grade Point Averages (GPAs) which were quite high; and advanced placement students earned mean mathematics GPAs substantially…
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…
Factors Influencing Women's Decisions to Enroll in Advanced Mathematics Courses. Final Report.
ERIC Educational Resources Information Center
Stallings, Jane; Robertson, Anne
This study was designed to identify the factors that relate to the decisions of females in secondary education to elect or decline advanced instruction in mathematics. The final sample included 91 classrooms in 11 high schools, with the focus of the investigation upon 489 students in 22 geometry classes. The findings indicate that the most…
Racial Differences in Mathematics Test Scores for Advanced Mathematics Students
ERIC Educational Resources Information Center
Minor, Elizabeth Covay
2016-01-01
Research on achievement gaps has found that achievement gaps are larger for students who take advanced mathematics courses compared to students who do not. Focusing on the advanced mathematics student achievement gap, this study found that African American advanced mathematics students have significantly lower test scores and are less likely to be…
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…
ERIC Educational Resources Information Center
McLure, Gail T.; Sun, Anji; Valiga, Michael J.
This study investigated changes between 1987 and 1996 in the proportions of ACT-tested students taking or planning to take high school mathematics and science courses prior to high school graduation. The changes in course-taking patterns among racial/ethnic and gender subgroups were also compared. The seven courses studied were Algebra II,…
ERIC Educational Resources Information Center
Haven, Elizabeth W.
This study sought to identify factors that motivate girls to complete a four-year sequence of academic mathematics. Forty variables involving community, family, school and personal factors were measured and analyzed by a MANOVA for correlations with two criterion variables. The first criterion was a classification of schools on the basis of 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…
The link between middle school mathematics course placement and achievement.
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 advanced courses on students' mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth-grade algebra and geometry course placements are academically selective, but considerable between-school variation exists in students' odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness.
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…
Exploring Differential Effects of Mathematics Courses on Mathematics Achievement
ERIC Educational Resources Information Center
Ma, Xin; McIntyre, Laureen J.
2005-01-01
Using data from the Longitudinal Study of Mathematics Participation (N = 1,518 students from 34 schools), we investigated the effects of pure and applied mathematics courses on mathematics achievement, controlling for prior mathematics achievement. Results of multilevel modelling showed that the effects of pure mathematics were significant after…
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…
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…
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…
An Elementary Course in Mathematical Symmetry.
ERIC Educational Resources Information Center
Rose, Bruce I.; Stafford, Robert D.
1981-01-01
A college course designed to teach students about the mathematics of symmetry using pieces of wallpaper and cloth designs is presented. Mathematical structures and the symmetry of graphic designs provide the starting point for instruction. (MP)
Content Selection in Advanced Courses
ERIC Educational Resources Information Center
Parker, Walter C.; Lo, Jane C.
2016-01-01
Advanced high-school courses, such as Advanced Placement (AP) courses in the United States, present a content selection conundrum of major proportions. Judicious content selection is necessary if students are to learn subject matter meaningfully, but the sheer breadth of tested material in these courses promotes nearly the opposite:…
A Course in Basic Mathematics for Colleges.
ERIC Educational Resources Information Center
Committee on the Undergraduate Program in Mathematics, Berkeley, CA.
This booklet describes a one year college course for students in the lower half of the mathematics ability range. The main aim of the course is to "provide the students with enough mathematical literacy for adequate participation in the daily life of our present society." A second aim is remedial, to allow a student to continue with…
Alternative Course of Mathematics. The ALM Project.
ERIC Educational Resources Information Center
Dahlberg, Cecilia, Ed.
1989-01-01
School mathematics is governed by a powerful tradition as regards both content and methods. In the first stage of the Alternative Course of Mathematics (ALM) project, an analysis is being made of the mathematics used in the everyday life of the community. By interviewing adults and children outside school, an analysis is also being made of the way…
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.
Courses on the Beauty of Mathematics: Our Version of General Education Mathematics Courses
ERIC Educational Resources Information Center
Rash, Agnes M.; Fillebrown, Sandra
2016-01-01
This article describes various courses designed to incorporate mathematical proofs into courses for non-math and non-science majors. These courses, nicknamed "math beauty" courses, are designed to discuss one topic in-depth rather than to introduce many topics at a superficial level. A variety of courses, each requiring students to…
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 2, Teachers Commentary.
ERIC Educational Resources Information Center
Secondary School Mathematics Curriculum Improvement Study, New York, NY.
This commentary is designed for use with "Unified Modern Mathematics, Course II," Parts 1 and 2. As in the commentary for "Course I," statements of the specific purposes and goals of each section of every chapter are presented. Also included are suggestions for teaching the concepts presented in each section, time estimates for each section,…
Unified Modern Mathematics, Course 3, Teachers Commentary.
ERIC Educational Resources Information Center
Secondary School Mathematics Curriculum Improvement Study, New York, NY.
This commentary is to be used with "Unified Modern Mathematics, Course III." Statements of specific purposes and goals of each section of every chapter of Course III are included in the "Commentary." Also included are suggestions for teaching concepts presented in each section; time estimates for each section; suggested instructional aids for…
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.
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;…
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)…
Unified Modern Mathematics, Course 1, Teachers Commentary.
ERIC Educational Resources Information Center
Secondary School Mathematics Curriculum Improvement Study, New York, NY.
This commentary is designed for use with "Unified Modern Mathematics, Course I," Parts 1 and 2. Included in the commentary are statements of the specific purposes and goals of each section of every chapter, suggestions for teaching the concepts presented in each section, time estimates for each section, suggested instructional aids for presenting…
A Course in Modern Mathematical Physics
NASA Astrophysics Data System (ADS)
Szekeres, Peter
2005-01-01
Presenting an introduction to the mathematics of modern physics for advanced undergraduate and graduate students, this textbook introduces the reader to modern mathematical thinking within a physics context. Topics covered include tensor algebra, differential geometry, topology, Lie groups and Lie algebras, distribution theory, fundamental analysis and Hilbert spaces. The book also includes exercises and proofed examples to test the students' understanding of the various concepts, as well as to extend the text's themes.
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…
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…
Asynchronous Discourse in a Web-Assisted Mathematics Education Course
ERIC Educational Resources Information Center
Li, Zhongxiao
2009-01-01
Fall term of 2006, a web-assisted undergraduate mathematics course was taught at the University of Idaho: Math 235 Mathematics for Elementary Teachers I. The course goals were: To foster a deep understanding of critical mathematical content; and to promote the development of mathematical communication and collaboration concepts, skills, 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…
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…
ERIC Educational Resources Information Center
Adler, Jill; Hossain, Sarmin; Stevenson, Mary; Clarke, John; Archer, Rosa; Grantham, Barry
2014-01-01
This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of "understanding mathematics in depth", which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the…
Tracking Developmental Students into Their First College Level Mathematics Course
ERIC Educational Resources Information Center
Waycaster, Pansy
2011-01-01
A recent SACS review at the author's institution prompted an assessment of the school's developmental mathematics program. The author needed to examine the effectiveness of the developmental mathematics courses in preparing students for their first college level mathematics course. Rather than just examine success rates in developmental…
North Carolina Mathematics Standard Course of Study. Revised.
ERIC Educational Resources Information Center
North Carolina State Dept. of Public Education, Raleigh.
North Carolina has had a Standard Course of Study since 1988. The most recent revisions of the state mathematics curriculum occurred in 1989 (K-8) and 1992 (9-12). The intent of the North Carolina Mathematics Standard Course Study is to establish competency goals and objectives for the teaching and learning of mathematics in North Carolina. 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…
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.…
ERIC Educational Resources Information Center
Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Hart, Lynn C.; Haardorfer, Regine
2012-01-01
This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…
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…
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…
A Mathematics Course for Prospective Elementary School Teachers
ERIC Educational Resources Information Center
Jonker, Leo
2008-01-01
It is possible to get prospective elementary school teachers to learn interesting mathematics well by not only requiring that they learn the material in a mathematics course but also requiring that they teach it as part of an enrichment program at the middle school level. This article discusses the reasons for such a course, and describes a…
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…
ERIC Educational Resources Information Center
Gibney, Thomas C.; And Others
1970-01-01
In a study of 1050 elementary teachers it was found that on a test of mathematical understanding that teachers did progressively better (significant beyond .05 level) with: (1) more years of high school mathematics, (2) more college mathematics courses, and (3) exposure to "modern mathematics." (BR)
Introductory life science mathematics and quantitative neuroscience courses.
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 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.
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…
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…
Mountain Plains Learning Experience Guide: Marketing. Course: Marketing Mathematics.
ERIC Educational Resources Information Center
Egan, B.
One of thirteen individualized courses included in a marketing curriculum, this course is designed to familiarize the student with the mathematics used daily by the retail business. The course is comprised of six units: (1) Arithmetic and Selling, (2) Sales Records, (3) Weights and Measure, (4) Inventory Controls, (5) Checking Incoming…
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,…
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 Course in Engineering (ACE)
2005-04-01
response and recovery procedures. 3. Cryptography: mathematical basis for data encryption , substitution ciphers and the Data Encryption Standard...9. Steganography: data hiding in images , classifying steganography algorithms and tools, categorizing vessel capacity, detection and recovery of...with the correct keys to view a message and authenticate its origin. Encryption and decryption slow down the passage of information but the added
Developing an Advanced Lab course from scratch
NASA Astrophysics Data System (ADS)
Michalak, Rudi
2012-10-01
A few years ago the Alpha group in APS organized faculty with interests in advanced lab courses in physics. At the University of Wyoming, we re-launched an advanced lab course after doing more than 15 years without one. Our majors had to take an electronic course in the Electrical Engineering department to get familiar with any kind of electronic equipment. Now we are in the fourth teaching session of the advanced Modern Physics lab and we will expand the course into a two-term course beginning spring 2013. Forty-five majors have gone through our labs, We developed an oral exam tradition, which is now beginning to lend our department upper level outcome assessment credibility for campus wide assessment.
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…
Honors and Advanced Placement Chemistry Courses.
ERIC Educational Resources Information Center
Journal of Chemical Education, 1983
1983-01-01
Summarizes papers and minipapers on honors and advanced placement (AP) chemistry courses presented at the Seventh Biennial Conference on Chemical Education (Stillwater, Oklahoma 1982). Advantages/disadvantages of AP chemistry, high school/college courses, and grouping all chemistry students in one class were among the topics discussed. (JN)
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
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
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 V.
ERIC Educational Resources Information Center
Defense Language Inst., Washington, DC.
This is the fifth in a series of seven readers designed for continuation training in the Defense Language Institute's Basic Course in Korean. Twelve articles, drawn from several readers published by the Ministry of Education of the Republic of Korea in 1970, focus on Korean letters, life, and customs. The reader is to be used for development of…
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…
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 Transformation of Mathematics in On-Line Courses
ERIC Educational Resources Information Center
Borba, Marcelo C.
2005-01-01
This paper presents some research findings regarding the changes in the mathematics produced by mathematics teachers in on-line distance courses. Predicated on the belief that knowledge is generated by collectives of humans-with-media, and that different technologies modify the nature of the knowledge generated, we have sought to understand how…
STUDY OF VARIABLES ASSOCIATED WITH FINAL GRADES IN MATHEMATICS COURSES.
ERIC Educational Resources Information Center
DAVIS, ELTON C.; RISSER, JOHN J.
THIS STUDY WAS CONDUCTED IN ORDER TO DETERMINE THE RELATIVE VALUE OF PREVIOUS GRADES IN MATHEMATICS COURSES, THE OVERALL HIGH SCHOOL GRADE POINT AVERAGE, AND THE PLACEMENT TEST IN MATHEMATICS DEVELOPED AT THE COLLEGE AS PREDICTORS OF ACHIEVEMENT IN INTRODUCTORY AND INTERMEDIATE ALGEBRA, IN COLLEGE ALGEBRA, IN TRIGONOMETRY, AND IN ANALYTIC GEOMETRY…
Sequential Mathematics Course III. Part 1. Pilot Edition.
ERIC Educational Resources Information Center
New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.
This document outlines part one of the third year course of the newly implemented New York State Mathematics Curriculum. The three-year Sequential Mathematics sequence designed by New York State is a move in the direction of fusing the formerly separate topics found in algebra, geometry, and intermediate algebra/trigonometry, and introducing…
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…
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…
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…
A Combinatorics Course with One Goal: Authentic Mathematical Inquiry
ERIC Educational Resources Information Center
Storm, Christopher
2017-01-01
This article shares an example of a course in Combinatorics, taught at Adelphi University in Fall 2012, designed with a primary goal of engaging students in pursuing mathematics as mathematicians do. The course went beyond usual applications of inquiry-based learning in that students were also charged with the responsibility of posing the…
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…
Learner-Centered Pedagogy in a Liberal Arts Mathematics Course
ERIC Educational Resources Information Center
Rufatto, Robin; Dickin, Holly; Florescu, Alina; Lorch, Crystal; Bremigan, Ralph; Lorch, John
2016-01-01
We discuss the pedagogical redesign of a liberal arts mathematics course that enrolls roughly 3000 students per year. Flipping the classroom is a prominent feature of the new pedagogical approach. We describe the nature of this redesign, course resources, and how students are assessed for both preparation and understanding. We also indicate how…
ERIC Educational Resources Information Center
Stephens, Maria; Landeros, Katherine; Perkins, Robert; Tang, Judy H.
2016-01-01
The Trends in International Mathematics and Science Study (TIMSS) 2015 is the sixth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and…
Math 3008--Developmental Mathematics II. 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 an introductory college algebra course designed to develop student proficiency in the basic algebraic skills. This is designed as the second of a two-semester sequence. Topics include performing operations with radicals and exponents; learning to solve equations;…
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 1, Part 2.
ERIC Educational Resources Information Center
Secondary School Mathematics Curriculum Improvement Study, New York, NY.
Part 2 of Course I includes a study of set theory, transformations of the plane; properties of lines, planes, line segments and angles; elementary number theory; and rational numbers. Decimal fractions, ratio and proportion, percent, and presenting data using graphs are also presented. (FL)
ERIC Educational Resources Information Center
Zeytun, Aysel Sen; Cetinkaya, Bulent; Erbas, Ayhan Kursat
2017-01-01
This paper investigates how prospective teachers develop mathematical models while they engage in modeling tasks. The study was conducted in an undergraduate elective course aiming to improve prospective teachers' mathematical modeling abilities, while enhancing their pedagogical knowledge for the integrating of modeling tasks into their future…
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…
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…
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…
Advanced Placement Courses Are Not for Everyone.
ERIC Educational Resources Information Center
Blagaich, Pete
1999-01-01
Demonstrates that Advanced Placement (AP) courses may not be appropriate for every student. Discusses the process of selecting students for AP U.S. history. Criteria include an application, summer sessions, and evidence of motivation to excel in the program. Considers the effects of this policy. (CMK)
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…
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…
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…
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…
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.)
NASA Astrophysics Data System (ADS)
Paterson, Judy; Sneddon, Jamie
2011-10-01
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 on what he calls the 'unspoken curriculum': mathematical thinking. We consider the ways in which the TBL model promoted and enabled this in the light of literature on mathematical thinking, sense-making and behaviours, and strongly suggest that this approach warrants more attention from the mathematics teaching community. We also discuss shifts in the mathematician's thinking about task construction as he refined the tasks to encourage students to think and behave like mathematicians.
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 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.…
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…
Secondary School Advanced Mathematics, Chapter 3, Formal Geometry. Student's Text.
ERIC Educational Resources Information Center
Stanford Univ., CA. School Mathematics Study Group.
This text is the second 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 volume is devoted to a rigorous development of theorems in plane geometry from 22…
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…
What Math Matters? Types of Mathematics Knowledge and Relationships to Methods Course Performance
ERIC Educational Resources Information Center
Kajander, Ann; Holm, Jennifer
2016-01-01
This study investigated the effect of a departmental focus on enhanced mathematics knowledge for teaching on overall performance in upper elementary mathematics methods courses. The study examined the effect of performance on a new course in mathematics for teaching on performance at the methods course level. In addition, the effect of performance…
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
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.
Adding structure to the transition process to advanced mathematical activity
NASA Astrophysics Data System (ADS)
Engelbrecht, Johann
2010-03-01
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 deductive reasoning, required in advanced mathematics. It is necessary to assist students in this transition process, in moving from general to mathematical thinking. In this article some structure is suggested for this transition period. This essay is an argumentative exposition supported by personal experience and international literature. This makes this study theoretical rather than empirical.
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)
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…
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.
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)
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)
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.
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…
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…
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
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…
Advanced Mathematical Tools in Metrology III
NASA Astrophysics Data System (ADS)
Ciarlini, P.
The Table of Contents for the book is as follows: * Foreword * Invited Papers * The ISO Guide to the Expression of Uncertainty in Measurement: A Bridge between Statistics and Metrology * Bootstrap Algorithms and Applications * The TTRSs: 13 Oriented Constraints for Dimensioning, Tolerancing & Inspection * Graded Reference Data Sets and Performance Profiles for Testing Software Used in Metrology * Uncertainty in Chemical Measurement * Mathematical Methods for Data Analysis in Medical Applications * High-Dimensional Empirical Linear Prediction * Wavelet Methods in Signal Processing * Software Problems in Calibration Services: A Case Study * Robust Alternatives to Least Squares * Gaining Information from Biomagnetic Measurements * Full Papers * Increase of Information in the Course of Measurement * A Framework for Model Validation and Software Testing in Regression * Certification of Algorithms for Determination of Signal Extreme Values during Measurement * A Method for Evaluating Trends in Ozone-Concentration Data and Its Application to Data from the UK Rural Ozone Monitoring Network * Identification of Signal Components by Stochastic Modelling in Measurements of Evoked Magnetic Fields from Peripheral Nerves * High Precision 3D-Calibration of Cylindrical Standards * Magnetic Dipole Estimations for MCG-Data * Transfer Functions of Discrete Spline Filters * An Approximation Method for the Linearization of Tridimensional Metrology Problems * Regularization Algorithms for Image Reconstruction from Projections * Quality of Experimental Data in Hydrodynamic Research * Stochastic Drift Models for the Determination of Calibration Intervals * Short Communications * Projection Method for Lidar Measurement * Photon Flux Measurements by Regularised Solution of Integral Equations * Correct Solutions of Fit Problems in Different Experimental Situations * An Algorithm for the Nonlinear TLS Problem in Polynomial Fitting * Designing Axially Symmetric Electromechanical Systems of
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…
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…
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.…
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,…
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…
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…
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…
ERIC Educational Resources Information Center
Lang, Erick
2012-01-01
A student's mathematical preparation is important in readiness for postsecondary study and ultimately success in a global job market. Nationally, a significant number of students are leaving high school unprepared for college-level course work in mathematics. A 2008 National Center for Educational Statistics report on Community Colleges indicates…
ERIC Educational Resources Information Center
Stripling, Christopher T.; Roberts, T. Grady
2014-01-01
The purpose of this study was to determine the effects of incorporating mathematics teaching and integration strategies (MTIS) in a teaching methods course on preservice agricultural teachers' mathematics ability. The research design was quasi-experimental and utilized a nonequivalent control group. The MTIS treatment had a positive effect on the…
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…
An advanced laboratory course that emphasizes communication
NASA Astrophysics Data System (ADS)
Rieger, Georg
2012-10-01
I will introduce a fourth-year laboratory course that has a strong focus on communication skills. The course is meant to give students a preview of how experimental physics is performed in an academic or industrial research lab. The design is such that the course approximates the experience of a graduate student in a research group, which I regard as an ideal learning environment. I will contrast this with the learning experience in a typical first- or second-year lab. Results from a small survey are also presented.
"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…
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…
Using a "Single Story" as an Integrative Thread in an Upper-Level Mathematics Course
ERIC Educational Resources Information Center
Dietz, Jill
2009-01-01
Even in the highest-level mathematics courses at undergraduate institutions, most students do not read mathematical research from professional journals. Such depth of content is often reserved for "independent studies" or summer REU's. In this article I describe a course that required students to read research papers, all of which centered on a…
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,…
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…
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…
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:…
Supplementary Modern Mathematics for Grades 1 through 9 - In-Service Course for Teachers.
ERIC Educational Resources Information Center
Cohen, Donald; And Others
This supplementary modern mathematics textbook is to help in-service teachers to broaden their background in mathematical concepts and ideas for grades 1 through 9. This in-service course was written with two basic objectives: (1) to help teachers to become familiar with some of the newer mathematical ideas and concepts for grades 1 through 9, and…
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…
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)
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…
Beginning an Advanced Placement Chemistry Course, Edition Y.
ERIC Educational Resources Information Center
Fornoff, Frank, Comp.
This publication is intended to aid in the planning and implementation of Advanced Placement (AP) chemistry courses. Included are reports from high schools that have established such courses concerning costs, facilities, and instructional requirements. Also included are the free-response sections of the 1974 and 1975 AP Chemistry Examination,…
Applied Mathematical Modules for Use in a Linear Algebra Service Course
1990-05-01
are obsolete. SECURITY CLASSIFICATION O; THIS PAGE APPLIED MATHEMATICAL MODULES FOR USE IN A LINEAR ALGEBRA SERVICE COURSE SHIRLEY JO ZANDER A...MODULES FOR USE IN A LINEAR ALGEBRA SERVICE COURSE Shirley Jo Zander 272 Pages May. 1990 . The purpose of this study was to develop several applications...which could be used. to tupplemenfan undergradate course in linear algebra for non-mathematics majors. These applications were drawn from the fields
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…
A Quality Improvement Course Review of Advanced Pharmacy Practice Experiences
Hornsby, Lori B.; Phillippe, Haley M.; Kelley, Kristi; McDonough, Sharon
2011-01-01
Objectives. To determine strengths of and quality improvements needed in advanced pharmacy practice experiences (APPE) through a systematic course review process. Design. Following the “developing a curriculum” (DACUM) format, course materials and assessments were reviewed by the curricular subcommittee responsible for experiential education and by key stakeholders. Course sequence overview and data were presented and discussed. A course review worksheet was completed, outlining strengths and areas for improvement. Assessment. Student feedback was positive. Strengths and areas for improvement were identified. The committee found reviewing the sequence of 8 APPE courses to be challenging. Conclusions. Course reviews are a necessary process in curricular quality improvement but can be difficult to accomplish. We found overall feedback about APPEs was positive and student performance was high. Areas identified as needing improvement will be the focus of continuous quality improvement of the APPE sequence. PMID:21931454
Predicting Performance in Technical Preclinical Dental Courses Using Advanced Simulation.
Gottlieb, Riki; Baechle, Mary A; Janus, Charles; Lanning, Sharon K
2017-01-01
The aim of this study was to investigate whether advanced simulation parameters, such as simulation exam scores, number of student self-evaluations, time to complete the simulation, and time to complete self-evaluations, served as predictors of dental students' preclinical performance. Students from three consecutive classes (n=282) at one U.S. dental school completed advanced simulation training and exams within the first four months of their dental curriculum. The students then completed conventional preclinical instruction and exams in operative dentistry (OD) and fixed prosthodontics (FP) courses, taken during the first and second years of dental school, respectively. Two advanced simulation exam scores (ASES1 and ASES2) were tested as predictors of performance in the two preclinical courses based on final course grades. ASES1 and ASES2 were found to be predictors of OD and FP preclinical course grades. Other advanced simulation parameters were not significantly related to grades in the preclinical courses. These results highlight the value of an early psychomotor skills assessment in dentistry. Advanced simulation scores may allow early intervention in students' learning process and assist in efficient allocation of resources such as faculty coverage and tutor assignment.
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
Incorporating Computer Literacy into a Mathematics Course for Preservice Elementary Teachers.
ERIC Educational Resources Information Center
Dewar, Jacqueline M.
1986-01-01
Teaching computer literacy to preservice teachers is advocated. How such a component was added to a mathematics course for preservice elementary teachers at Loyola Marymount University in Los Angeles is described. (MNS)
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…
Mathematical Modeling in the Undergraduate Curriculum
ERIC Educational Resources Information Center
Toews, Carl
2012-01-01
Mathematical modeling occupies an unusual space in the undergraduate mathematics curriculum: typically an "advanced" course, it nonetheless has little to do with formal proof, the usual hallmark of advanced mathematics. Mathematics departments are thus forced to decide what role they want the modeling course to play, both as a component of the…
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.
NASA Astrophysics Data System (ADS)
Barthel, Margaret Gorjanc
This study was designed to investigate the relationship between achievement in Chem 33 (a third semester general chemistry course) and the following predictor variables: prior knowledge (Chem 32 grade), level of Piagetian intellectual development, number of college mathematics courses previously completed, grades received in prior college mathematics courses, science ACT scores, mathematics ACT scores, and composite ACT scores. During the winter semester of the 1994--1995 school year, the students who were enrolled in two sections of Chem 33, taught by the same professor, were given the TOLT test. In addition, their student records were examined in order to determine the grade they received in Chem 32, the number of mathematics courses Completed in college, the GPA for the mathematics courses completed in college, the science ACT score, mathematics ACT score, and the composite ACT score. A Pearson Correlation was performed on these variables to determine to what extent they were able to predict the student's achievement, measured by the grade in Chem 33. What was found in respect to achievement in Chem 33 was: prior knowledge was r = 0.67, GPA of mathematics courses completed in college was r = 0.58, mathematics ACT was r = 0.50, composite ACT was r = 0.40, and TOLT was r = 0.33. A stepwise multiple regression was also performed to see what interactions could be found between the variables themselves. There was no single predictor variable that adequately serves as a dominant predictor variable for success in Chem 33. It can be concluded that the Chem 32 grade (prior knowledge) coupled with the GPA of the college mathematics courses completed in college as well as the mathematics ACT score are the best predictors for achievement in Chem 33.
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…
Interventions to Improve Teaching and Learning in First Year Mathematics Courses
ERIC Educational Resources Information Center
Engelbrecht, Johann; Harding, Ansie
2015-01-01
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…
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…
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
Auslander, Susan Swars; Smith, Stephanie Z.; Smith, Marvin E.; Hart, Lynn C.; Carothers, Jody
2016-01-01
This multiple case study examined two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Data were collected via two belief surveys, one content knowledge assessment, and individual interviews. The findings revealed differences in specialized content knowledge and mathematical beliefs between the two…
Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses
ERIC Educational Resources Information Center
Brand, Brenda R.; Wilkins, Jesse L. M.
2007-01-01
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…
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…
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…
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…
ERIC Educational Resources Information Center
Mekonnen, Adugna K.
2010-01-01
This study develops a multiple measure placement method (MMPM) that is comprised of predictor variables such as ACCUPLACER math (ACCM), ACCUPLACER reading (ACCR), arithmetic diagnostic test (ADT), high school grade point average (HSGPA), high school mathematics performance (HSMP), and duration since last mathematics course taken in high school…
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…
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…
Advanced mathematical study and the development of conditional reasoning skills.
Attridge, Nina; Inglis, Matthew
2013-01-01
Since the time of Plato, philosophers and educational policy-makers have assumed that the study of mathematics improves one's general 'thinking skills'. Today, this argument, known as the 'Theory of Formal Discipline' is used in policy debates to prioritize mathematics in school curricula. But there is no strong research evidence which justifies it. We tested the Theory of Formal Discipline by tracking the development of conditional reasoning behavior in students studying post-compulsory mathematics compared to post-compulsory English literature. In line with the Theory of Formal Discipline, the mathematics students did develop their conditional reasoning to a greater extent than the literature students, despite them having received no explicit tuition in conditional logic. However, this development appeared to be towards the so-called defective conditional understanding, rather than the logically normative material conditional understanding. We conclude by arguing that Plato may have been correct to claim that studying advanced mathematics is associated with the development of logical reasoning skills, but that the nature of this development may be more complex than previously thought.
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
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…
The Role of Mathematics in Hotel, Catering and Institutional Management HND and FM Courses.
ERIC Educational Resources Information Center
Roberts, I. M.; Ineson, Elizabeth M.
1980-01-01
Research was conducted from the viewpoints of students, teaching staff, and industry in relation to mathematical abilities of students taking hotel, catering, and institutional management courses, content and structure of Higher National Diploma and Final Membership courses, industrial applications, and learning strategies. (CT)
Peer-Led Team Learning in Mathematics Courses for Freshmen Engineering and Computer Science Students
ERIC Educational Resources Information Center
Reisel, John R.; Jablonski, Marissa R.; Munson, Ethan; Hosseini, Hossein
2014-01-01
Peer-led Team Learning (PLTL) is an instructional method reported to increase student learning in STEM courses. As mathematics is a significant hurdle for many freshmen engineering students, a PLTL program was implemented for students to attempt to improve their course performance. Here, an analysis of PLTL for freshmen engineering students in…
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…
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
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.…
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…
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…
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…
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…
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…
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.
Mathematical Practices and Arts Integration in an Activity-Based Projective Geometry Course
NASA Astrophysics Data System (ADS)
Ernest, Jessica Brooke
It is a general assumption that the mathematical activity of students in school should, at least to some degree, parallel the practices of professional mathematicians (Brown, Collins, Duguid, 1989; Moschkovich, 2013). This assumption is reflected in the Common Core State Standards (CCSSI, 2010) and National Council of Teachers of Mathematics (NCTM, 2000) standards documents. However, the practices included in these standards documents, while developed to reflect the practices of professional mathematicians, may be idealized versions of what mathematicians actually do (Moschkovich, 2013). This might lead us to question then: "What is it that mathematicians do, and what practices are not being represented in the standards documents?" In general, the creative work of mathematicians is absent from the standards and, in turn, from school mathematics curricula, much to the dismay of some mathematicians and researchers (Lockhart, 2009; Rogers, 1999). As a result, creativity is not typically being fostered in mathematics students. As a response to this lack of focus on fostering creativity (in each of the science, technology, engineering, and mathematics disciplines--the STEM disciplines), a movement to integrate the arts emerged. This movement, called the STEAM movement--introducing the letter A into the acronym STEM to signify incorporating the arts--has been gaining momentum, yet limited research has been carried out on the efficacy of integrating the arts into mathematics courses. My experiences as the co-instructor for an activity-based course focused on projective geometry led me to consider the course as a setting for investigating both mathematical practices and arts integration. In this work, I explored the mathematical practices in which students engaged while working to develop an understanding of projective geometry through group activities. Furthermore, I explored the way in which students' learning experiences were enriched through artistic engagement in the
ERIC Educational Resources Information Center
Hrubik-Vulanovic, Tatjana
2013-01-01
The purpose of this study was to investigate how intelligent tutoring system ALEKS, which was implemented in remedial Basic Algebra courses, affected students' success in subsequent lecture courses and how former ALEKS students and instructors in lecture courses perceived ALEKS learning environment. ALEKS courses were delivered in emporium style:…
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…
ERIC Educational Resources Information Center
Swars, Susan L.; Smith, Stephanie Z.; Smith, Marvin E.; Hart, Lynn C.; Carothers, Jody
2013-01-01
This multiple case study examined the experiences of two groups of elementary prospective teachers (N ?=?12) completing distinct mathematics content courses. The findings reveal perspectives on knowing, learning, and teaching mathematics as experienced in the context of these courses. One group characterized mathematics as a "record of…
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)
The Effect of Blended Learning in Mathematics Course
ERIC Educational Resources Information Center
Lin, Ya-Wen; Tseng, Chih-Lung; Chiang, Po-Jui
2017-01-01
With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by "Blended Learning." The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students' attitudes toward mathematics. To…
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…
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
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…
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…
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…
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.
ERIC Educational Resources Information Center
Victoria Education Dept. (Australia).
These three pamphlets by the Department of Education in Victoria, Australia, provide an overview of the elementary mathematics curriculum which is described in greater detail in SE 012 723 to 729. The aims and philosophy, and the content and structure of the course are outlined, and methods of classroom organization to allow for individual…
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
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…
NASA Astrophysics Data System (ADS)
Shorter, Nichole A.; Young, Cynthia Y.
2011-12-01
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 university-level undergraduate freshmen enrolled in a course titled 'Mathematics for Calculus'. A stepwise regression model was formulated to model the relationship between the predictor variables (the continuous assessment, cumulative assessment, and project scores) versus the outcome variable (the post-test scores). Results indicated that ultimately the continuous assessment scores best predicted students' post-test scores.
1988-09-01
DTI EECT - OC2 11988;1U DEVELOPMENT OF A CONSTRUCTION-BASED PEDAGOGY FOR A GRADUATE ENGINEERING REVIEW COURSE IN SCHOOL MATHEMATICS THESIS Jerry D...ENGINEERI’G REVIEW COURSE IN SCHOOL MATHEMATICS THESIS Jerry D. Edwards Captain, USAF AFIT/GSM/ENC/8 8S-6 DTIC SELECTE DEC 2 1 1988 Approved for...the School of Systems and Logistics, the Air University, the United States Air Force, or the Department of Defense. =wo AFIT/GSM/ENC/88S-6 DEVELOPMENT
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
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 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.
ERIC Educational Resources Information Center
Hanson, Havala; Bisht, Biraj; Motamedi, Jason Greenberg
2016-01-01
Taking advanced high school courses (for example, honors, Advanced Placement, and dual-credit courses that offer college credits in high school) can help prepare students for postsecondary education and careers. English learner students, however, face unique obstacles to taking advanced courses because they must divide their time between acquiring…
ERIC Educational Resources Information Center
Fong, Anthony B.; Huang, Min; Goel, Aditi M.
2008-01-01
This study examines the links between Nevada's grade 12 mathematics courses and remedial mathematics courses in Nevada's public colleges and universities. It analyzes remediation rates by students' highest grade 12 mathematics course level and mathematics grade point average and by various student and school characteristics. The study was guided…
The Advanced Lab Course at the University of Houston
NASA Astrophysics Data System (ADS)
Forrest, Rebecca
2009-04-01
The University of Houston Advanced Lab course is designed to help students understand the physics in classic experiments, become familiar with experimental equipment and techniques, gain experience with independent experimentation, and learn to communicate results orally and in writing. It is a two semester course, with a Lab Seminar also required during the first semester. In the Seminar class we discuss keeping a notebook and writing a laboratory report, error analysis, data fitting, and scientific ethics. The students give presentations, in pairs, on the workings and use of basic laboratory equipment. In the Lab courses students do a one week introductory experiment, followed by six two-week experiments each semester. These range from traditional experiments in modern physics to contemporary experiments with superconductivity and chaos. The students are required to keep a laboratory notebook and to write a four-page paper for each experiment in the publication style of the American Institute of Physics. This course introduces students to the experimental tools and techniques used in physics, engineering, and industry laboratories, and allows them to mature as experimentalists.
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…
Survey of Developmental Mathematics Courses at Colleges in the United States.
ERIC Educational Resources Information Center
Baldwin, James; And Others
A 40-item questionnaire designed to investigate the variety and scope of developmental mathematics courses (DMC) offered at colleges and universities throughout the United States was administered to a selected sample of two- and four-year colleges in October 1974. The 104 respondents represented 21 states. Most (58%) of the colleges responding…
ERIC Educational Resources Information Center
Wladis, Claire; Offenholley, Kathleen; George, Michael
2014-01-01
This study hypothesizes that course passing rates in remedial mathematics classes can be improved through early identification of at-risk students using a department-wide midterm, followed by a mandated set of online intervention assignments incorporating immediate and elaborate feedback for all students identified as "at-risk" by their…
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…
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,…
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
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…
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
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
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…
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…
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 success…
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.
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…
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…
ERIC Educational Resources Information Center
Larkin, Kevin; Jamieson-Proctor, Romina
2015-01-01
This paper examines the impact of a series of design changes to an online mathematics education course in terms of transactional distance between learner and teachers, pre-service education students' attitudes towards mathematics, and their development of mathematical pedagogical knowledge. Transactional distance theory (TDT) was utilised to…
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.
A Cross-National Comparison of Reported Effort and Mathematics Performance in TIMSS Advanced
ERIC Educational Resources Information Center
Eklöf, Hanna; Pavešic, Barbara Japelj; Grønmo, Liv Sissel
2014-01-01
The purpose of the study was to measure students' reported test-taking effort and the relationship between reported effort and performance on the Trends in International Mathematics and Science Study (TIMSS) Advanced mathematics test. This was done in three countries participating in TIMSS Advanced 2008 (Sweden, Norway, and Slovenia), and the…
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
Re-examining repeated testing and teacher effects in a remedial mathematics course.
Martinez, J G; Martinez, N C
1992-11-01
This study examined the impact of repeated testing and teachers' effects on student achievement in a remedial mathematics course. A 2 x 2 completely randomised factorial design was used, with final examination performance the dependent variable and testing attempts and the teacher factor the independent variables. The study found no main effects for teacher but a main effect for testing attempts and a teacher-factor/testing-attempt interaction. Post hoc findings qualified a direct interpretation of the main effect. The implications for further research and application are discussed, giving special attention to teacher effects, the needs of remedial mathematics instruction, and the claims of mastery-learning pedagogies.
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…
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…
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…
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.
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…
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.
Teachers' Views about the Nuffield Advanced Physics Course.
ERIC Educational Resources Information Center
Tebbutt, M. J.
1981-01-01
Summarizes results of a survey on teachers' views of the Nuffield A-level physics course (NAP) including, among others, course content, philosophy, examinations, organization, and individual units. Suggests that most teachers surveyed were satisfied with their NAP course. (SK)
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…
Some observations on the interdigitation of advances in medical science and mathematics.
Glamore, Michael James; West, James L; O'leary, James Patrick
2013-12-01
The immense advancement of our understanding of disease processes has not been a uniform progression related to the passage of time. Advances have been made in "lurches" and "catches" since the advent of the written word. There has been a remarkable interdependency between such advances in medicine and advances in mathematics that has proved beneficial to both. This work explores some of these critical relationships and documents how the individuals involved contributed to advances in each.
Detracking and Tracking Up: Mathematics Course Placements in California Middle Schools, 2003-2013
ERIC Educational Resources Information Center
Domina, Thurston; Hanselman, Paul; Hwang, NaYoung; McEachin, Andrew
2016-01-01
Between 2003 and 2013, the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubled to 65%. In this article, we consider the organizational processes that accompanied this curricular intensification. Facing a complex set of accountability, institutional, technical/functional, and internal political…
Use of the Berkeley Physics Laboratory to Teach an Advanced Physics Course
ERIC Educational Resources Information Center
Logan, James David
1973-01-01
Discusses a course, centered around 32 experiments taught for advanced students, designed to develop a laboratory strongly suggestive of contemporary research using relatively sophisticated apparatus. Its unique advantage lies in enriching advanced physics curriculum. (DF)
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
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
Freeman, Carol Cook; Smith, David Lee
A new interdisciplinary science and mathematics course for preservice elementary/special education teachers at LaSalle University (Pennsylvania) is examined. "Explorations in Science and Mathematics" was designed to develop core skills, critical thinking and communication, understanding of math and science as real-life activities,…
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
Collagan, Robert B.
1969-01-01
Discusses the construction and evaluation of a programed course in mathematics designed to provide remedial instruction to college freshmen who scored below the 25th percentile on the ACT examination. The study involved 200 students at Morgan State College, Maryland. Dependent variables were scores on several mathematics and physics tests given…
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…
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
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…
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…
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…
Origins of the brain networks for advanced mathematics in expert mathematicians
Amalric, Marie; Dehaene, Stanislas
2016-01-01
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
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.
Register and Genre in Course Design for Advanced Learners of Russian
ERIC Educational Resources Information Center
Moskver, Katherine V.
2008-01-01
This article explores the possibility of combining in the same course heritage learners who are borderline or seminative speakers with advanced language learners of Russian. After providing typology of advanced language learners in Russian and establishing that register and genre can be the focal point of such a course, the article discusses the…
Mountain Plains Learning Experience Guide: Marketing. Course: Advanced Salesmanship.
ERIC Educational Resources Information Center
Preston, T.; Egan, B.
One of thirteen individualized courses included in a marketing curriculum, this course covers wholesale and retail selling techniques, sales performance analysis, and intensive sales presentation practice. The course is comprised of four units: (1) Sales Preparation, (2) The Selling Process, (3) Special Selling Techniques, and (4) Sales…
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…
ERIC Educational Resources Information Center
Konold, Clifford
For several years, the University of Massachusetts has been developing a series of introductory-level mathematics courses which place primary emphasis on the development of problem solving and conceptual skills. As the need arose for more instructors for this course, an instructor-training program was developed. This report describes 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…
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.
Caudill, Lester; Hill, April; Hoke, Kathy; 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.
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
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…
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…
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…
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.
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…
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…
Sella, Francesco; Sader, Elie; Lolliot, Simon; Cohen Kadosh, Roi
2016-09-01
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. (PsycINFO Database Record
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
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
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
Boyd, Soleil
2016-01-01
Preschool teachers are expected to engage young children in challenging and supportive mathematics learning. Rich and responsive language experiences in mathematics support children's language acquisition and engagement related to mathematics, however, such engaging experiences may be minimally available to many young children. Professional…
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…
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 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.
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
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.
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…
Iglesias-Vázquez, José Antonio; Rodríguez-Núñez, Antonio; Penas-Penas, Mónica; Sánchez-Santos, Luís; Cegarra-García, Maria; Barreiro-Díaz, Maria Victoria
2007-01-01
Background Simulation is an essential tool in modern medical education. The object of this study was to assess, in cost-effective measures, the introduction of new generation simulators in an adult life support (ALS) education program. Methods Two hundred fifty primary care physicians and nurses were admitted to ten ALS courses (25 students per course). Students were distributed at random in two groups (125 each). Group A candidates were trained and tested with standard ALS manikins and Group B ones with new generation emergency and life support integrated simulator systems. Results In group A, 98 (78%) candidates passed the course, compared with 110 (88%) in group B (p < 0.01). The total cost of conventional courses was €7689 per course and the cost of the advanced simulator courses was €29034 per course (p < 0.001). Cost per passed student was €392 in group A and €1320 in group B (p < 0.001). Conclusion Although ALS advanced simulator systems may slightly increase the rate of students who pass the course, the cost-effectiveness of ALS courses with standard manikins is clearly superior. PMID:17953771
Application of Active Learning Techniques to an Advanced Course
NASA Astrophysics Data System (ADS)
Knop, R. A.
2004-05-01
The New Faculty Workshop provided a wealth of techniques as well as an overriding philosophy for the teaching of undergraduate Physics and Astronomy courses. The focus of the workshop was active learning, summarized in ``Learner-Centered Astronomy Teaching" by Slater & Adams: it's not what you do in class that matters, it's what the students do. Much of the specific focus of the New Faculty Workshop is on teaching the large, introductory Physics classes that many of the faculty present are sure to teach, both algebra-based and calculus-based. Many of these techniques apply directly and with little modification to introductory Astronomy courses. However, little direct attention is given to upper-division undergraduate, or even graduate, courses. In this presentation, I will share my experience in attempting to apply some of the techniques discussed at the New Faculty Workshop to an upper-division course in Galactic Astrophysics at Vanderbilt University during the Spring semester of 2004.
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.
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…
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.
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.
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.
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%…
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…
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…
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…
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…
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…
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…
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…
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…
Beginning an Advanced Placement German Literature (Level 3) Course. Edition Y.
ERIC Educational Resources Information Center
Bauer, Donna H.; And Others
This is a supplement to the Advanced Placement (AP) German literature course description. Its aim is both to assist teachers in planning an AP German literature course and to provide experienced AP teachers with information about other successful programs. To this end, six teachers from different high schools in the U.S. provide descriptions of…
Predicting SAT Performance from Advanced Course Content and Timing of Matriculation
ERIC Educational Resources Information Center
Patterson, Jonathan Sparks
2012-01-01
As record numbers of students are applying to selective colleges and universities, students are attempting to set themselves apart from their peers by taking rigorous advanced courses in high school. The race for improving a student's academic record has resulted in more and more students taking these courses earlier and earlier in their high…
ERIC Educational Resources Information Center
Hallett, Ronald E.; Venegas, Kristan M.
2011-01-01
This article combines descriptive statistics and interviews with college-bound high school students to explore the connection between increased access and academic quality of Advanced Placement (AP) courses in low-income urban high schools. Results suggest that although moderately more opportunities to take AP courses exist than in previous years,…
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…
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…
Ma, Xin
2001-01-01
Using six waves of data (Grades 7 through 12) from the Longitudinal Study of American Youth (LSAY), this study investigated the effects of expectation and influence of students, peers, teachers, and parents on participation in advanced mathematics. Results of survival analysis indicated a significant decline in participation rate in the transition from Grades 11 to 12. Students with higher future expectation were more likely to participate in advanced mathematics. Peer influence and teacher expectation did not have strong effects, and the effect of student future expectation was independent of peer and teacher effects. The effect of parent expectation and parent college plan for children were strong, and in their presence, the effect of student future expectation declined. Mathematics achievement and attitude toward mathematics were the most important factors affecting participation in advanced mathematics. With control over achievement and attitude, (a) the effect of student future expectation declined, (b) the effects of peer influence and teacher expectation disappeared, and (c) the effects of parent expectation and parent college plan for children were reduced. Copyright 2001 Academic Press.
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…
ERIC Educational Resources Information Center
Stanford Univ., CA. School Mathematics Study Group.
This text is the first 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. The first chapter, devoted to organizing geometric knowledge, deals with the distinction…
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
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
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
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
Rice, Jennifer King
1999-01-01
Estimated the impact of class size on instructional practices and the use of time in high school mathematics and science courses using data from the National Education Longitudinal Study. Findings reveal that class size has an impact on the use of class time, both instructional and noninstructional. (SLD)
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
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
Kim, ChanMin; Bennekin, Kimberly N.
2016-01-01
The purposes of this study were to investigate (a) the effects of volition support (VoS) on students' motivation, effort regulation, and performance as well as (b) the perceptions of students about VoS in an online mathematics course offered at a community college. VoS was developed based on the theories of and research on volition (e.g., Corno…
ERIC Educational Resources Information Center
Duncan, Hollis; Dick, Thomas
2000-01-01
Describes the Treisman model which involves supplemental workshops in which college students solve problems in collaborative learning groups. Reports on the effectiveness of Math Excel, an implementation of the Treisman model for introductory mathematics courses at Oregon State University over five academic terms. Reveals a significant effect on…
ERIC Educational Resources Information Center
Teague, P. Terrett; Austin-Martin, George G.
This study focused on anxiety, both math and situational, and its relationship to teaching performance. Preservice elementary teachers were given a methods course on teaching mathematics and, after five weeks, were assigned a group of children to instruct twice a week. A positive correlation was found between performance in teaching math and…
Komasawa, Nobuyasu; Fujiwara, Shunsuke; Haba, Masanori; Ueshima, Hironobu; Okada, Daisuke; Minami, Toshiaki
2015-05-01
Participation in the American Heart Association advanced cardiac life support provider course is a prerequisite for taking the anesthesiology specialist examination in Japan. The course teaches fundamental resuscitation methods for different types of cardiac arrest. However, crisis in the perioperative period can result from airway trouble, central venous catheter displacement, or massive hemorrhage. We report our experience of holding a problem- and learning-based perioperative advanced life support training course, Advanced Life Support for Operation (ALS-OP). Main contents of the course included circulation management, airway management central venous catheters, and pain clinic-related complications. ALS-OP simulation training may be beneficial for educating anesthesiologist and promoting perioperative patient safety.
Mathematical Modelling and Tuberculosis: Advances in Diagnostics and Novel Therapies
Zwerling, Alice; Shrestha, Sourya; Dowdy, David W.
2015-01-01
As novel diagnostics, therapies, and algorithms are developed to improve case finding, diagnosis, and clinical management of patients with TB, policymakers must make difficult decisions and choose among multiple new technologies while operating under heavy resource constrained settings. Mathematical modelling can provide helpful insight by describing the types of interventions likely to maximize impact on the population level and highlighting those gaps in our current knowledge that are most important for making such assessments. This review discusses the major contributions of TB transmission models in general, namely, the ability to improve our understanding of the epidemiology of TB. We focus particularly on those elements that are important to appropriately understand the role of TB diagnosis and treatment (i.e., what elements of better diagnosis or treatment are likely to have greatest population-level impact) and yet remain poorly understood at present. It is essential for modellers, decision-makers, and epidemiologists alike to recognize these outstanding gaps in knowledge and understand their potential influence on model projections that may guide critical policy choices (e.g., investment and scale-up decisions). PMID:26556559
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)…
Science and Mathematics Advanced Placement Exams: Growth and Achievement over Time
ERIC Educational Resources Information Center
Judson, Eugene
2017-01-01
Rapid growth of Advanced Placement (AP) exams in the last 2 decades has been paralleled by national enthusiasm to promote availability and rigor of science, technology, engineering, and mathematics (STEM). Trends were examined in STEM AP to evaluate and compare growth and achievement. Analysis included individual STEM subjects and disaggregation…
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
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…
ERIC Educational Resources Information Center
Mongiovi, Kelly Anne
2012-01-01
The purpose of this exploratory descriptive study was to examine the mathematics faculty provisions of accommodations for students with disabilities within a Florida Community College. Both developmental and college level mathematics courses were included in this study. This study examined courses taught in the traditional, hybrid, and online…
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
Coester, Lee Anne
2010-01-01
This study was designed to gather input from early career elementary teachers with the goal of finding ways to improve elementary mathematics methods courses. Multiple areas were explored including the degree to which respondents' elementary mathematics methods course focused on the NCTM Process Standards, the teachers' current standards-based…
Partners in Learning: A Task-based Advanced Speaking Course.
ERIC Educational Resources Information Center
O'Brien, Maureen
This report describes a semester of teaching a group of non-native English-speaking students, aged 17 to 40 years and how the instructor identified three elements that appeared to be necessary for a task-based, advanced English speaking class. The three elements were: (1) ongoing needs assessment; (2) collaboration between instructor and students…
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…
Mathematics Majors' Beliefs about Proof Reading
ERIC Educational Resources Information Center
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…
ERIC Educational Resources Information Center
Akay, Hayri; Boz, Nihat
2010-01-01
Research on mathematics teaching and learning has recently focused on affective variables, which were found to play an essential role that influences behaviour and learning. Despite its importance, problem posing has not yet received the attention it warrants from the mathematics education community. Perceived self-efficacy beliefs have been found…
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…
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…
Case Study Projects for College Mathematics Courses Based on a Particular Function of Two Variables
ERIC Educational Resources Information Center
Shi, Y.
2007-01-01
Based on a sequence of number pairs, a recent paper (Mauch, E. and Shi, Y., 2005, Using a sequence of number pairs as an example in teaching mathematics, "Mathematics and Computer Education," 39(3), 198-205) presented some interesting examples that can be used in teaching high school and college mathematics classes such as algebra, geometry,…
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…
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…
ERIC Educational Resources Information Center
Timmons, Sara J.
2009-01-01
One of the many goals of schools is to have each student reach his/her fullest potential. One way schools challenge the accelerated learners is through the advanced placement (AP) program. Many able students at Indian River High School (IRHS) are choosing to enroll in college prep math courses instead of enrolling in honors and AP math. When…
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…
ERIC Educational Resources Information Center
Schlöglmann, Wolfgang
2006-01-01
In the last decades of the 20th century lifelong learning became a key concept for solving social and economic problems in highly industrialized countries. Lifelong learning was the societal response to conditions in a rapidly changing economic world. Humans have always learned in the normal course of their lives, but this learning was informal.…
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.
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,…
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…
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…
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…
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 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…
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…
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.…
Units and Competences: A Case Study of SCOTVEC's Advanced Courses Development Programme.
ERIC Educational Resources Information Center
Black, Harry; And Others
A project evaluated the overall effectiveness of the Advanced Courses Development Programme (ACDP) of the Scottish Vocational Education Council. A peer review of selected Higher National (HN) unit specifications involved 195 subject experts who completed evaluation questionnaires on specifications in their specialist areas. The main body of the…
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,…
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…
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…
Teacher's Feedback and Student's Preferences in an Advanced Writing Course: A Case Study
ERIC Educational Resources Information Center
Aliakbari, Mohammad; Raeesi, Hossein
2014-01-01
This paper was intended to examine teacher's corrective feedback and student's preferences in an advanced writing course. The study was conducted using a questionnaire as the instrument and 15 MA TEFL students from Ilam state university in Iran as the participants. The students were asked to prioritize among a list of ten aspects of error…
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.…
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…
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
2014-01-01
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
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.
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,…
Authorized Course of Instruction for the Quinmester Program, Mathematics: Survey of Algebra 1.
ERIC Educational Resources Information Center
Moore, Mary N.; Rose, Patricia
Outlined are the minimum requirements for a quinmester course intended to strengthen a student's experience in a first algebra course, prior to entry to high school geometry and the second algebra course. After a brief description of overall goals and strategies, further details are presented in eight sections. Each section gives performance…
ERIC Educational Resources Information Center
Hennes, James D.; And Others
In recent years the graduation requirements in mathematics and science have increased in response to state and national goals calling for increased competency by U.S. graduates in those areas. Data on course enrollment in science, mathematics, and computer science in grades 7-12 were collected from 89 percent of the schools in Colorado in October,…
ERIC Educational Resources Information Center
Kleanthous, Irene; Williams, Julian
2013-01-01
We explore the influence of family on adolescent students' mathematical habitus by investigating the association between students' perceptions of parental influence and their dispositions towards mathematics. A construct measuring "perceived parental influence" was validated using Rasch methodology on data from 563 Cypriot students on…
ERIC Educational Resources Information Center
VAN HORN, CHARLES
FROM A STUDY OF GUILFORD'S MODEL OF THE STRUCTURE OF INTELLECT, THE HYPOTHESIS WAS FORMED THAT THE ABILITIES MOST IMPORTANT TO LEARNING MATHEMATICS AND MOST LIKELY TO BE CULTIVATED IN MATHEMATICS CLASS ARE THOSE WHICH REQUIRE THE OPERATIONS OF COGNITION AND CONVERGENT PRODUCTION PERFORMED ON SYMBOLIC AND SEMANTIC CONTENT. A BATTERY OF TESTS…
Parental Influences on Junior High School Girls' Mathematical Expectancies and Course Plans.
ERIC Educational Resources Information Center
Parsons, Jacquelynne E.; And Others
This project investigated the determinants of one's decision to take or not to take mathematics. Conclusions of the study include: (1) parents do have sex-differentiated perceptions of their children's mathematics aptitude despite the similarity in actual performance of boys and girls; and (2) parents as role models of sex-differentiated…
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…
Participation in Mathematics Courses and Careers: Climate, Grades, and Entrance Examination Scores.
ERIC Educational Resources Information Center
Linn, Marcia C.; Kessel, Cathy
Over half the students who select mathematics as a college major eventually switch to other fields. Although equal numbers of males and females start with mathematics majors, females comprise 43% of those completing the undergraduate degree and 20% of those completing the Ph.D. This paper synthesizes findings from two lines of research to shed…
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)…
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,…
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
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,…
ERIC Educational Resources Information Center
Martinez, Mara Vanina; Superfine, Alison Castro; Carlton, Theresa; Dasgupta, Chandan
2015-01-01
This paper focuses on results from a study conducted with two cohorts of pre-service teachers (PSTs) in a video case-based mathematics methods course at a large Midwestern university in the US. The motivation for this study was to look beyond whether or not PSTs pay attention to mathematical thinking of students, as shown by previous studies when…
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…
NASA Astrophysics Data System (ADS)
Thompson, E. David; Bowling, Bethany V.; Markle, Ross E.
2017-02-01
Studies over the last 30 years have considered various factors related to student success in introductory biology courses. While much of the available literature suggests that the best predictors of success in a college course are prior college grade point average (GPA) and class attendance, faculty often require a valuable predictor of success in those courses wherein the majority of students are in the first semester and have no previous record of college GPA or attendance. In this study, we evaluated the efficacy of the ACT Mathematics subject exam and Lawson's Classroom Test of Scientific Reasoning in predicting success in a major's introductory biology course. A logistic regression was utilized to determine the effectiveness of a combination of scientific reasoning (SR) scores and ACT math (ACT-M) scores to predict student success. In summary, we found that the model—with both SR and ACT-M as significant predictors—could be an effective predictor of student success and thus could potentially be useful in practical decision making for the course, such as directing students to support services at an early point in the semester.
Schellhase, Ellen M; Miller, Monica L; Ogallo, William; Pastakia, Sonak D
2013-04-12
OBJECTIVE. To develop a prerequisite elective course to prepare students for an advanced pharmacy practice experience (APPE) in Kenya. DESIGN. The course addressed Kenyan culture, travel preparation, patient care, and disease-state management. Instructional formats used were small-group discussions and lectures, including some Web-based presentations by Kenyan pharmacists on disease states commonly treated in Kenya. Cultural activities include instruction in conversational and medical Kiswahili and reading of a novel related to global health programs. ASSESSMENT. Student performance was assessed using written care plans, quizzes, reflection papers, a formulary management exercise, and pre- and post-course assessments. Student feedback on course evaluations indicated that the course was well received and students felt prepared for the APPE. CONCLUSION. This course offered a unique opportunity for students to learn about pharmacy practice in global health and to apply previously acquired skills in a resource-constrained international setting. It prepares students to actively participate in clinical care activities during an international APPE.
An advanced course in long term care for geriatric medicine fellows.
White, Heidi K; Buhr, Gwendolen; McConnell, Eleanor; Sullivan, Robert J; Twersky, Jack; Colon-Emeric, Cathleen; Heflin, Mitchell; Cutson, Toni M; Logan, William; Lyles, Kenneth; Pinheiro, Sandro O
2013-07-01
Long term care deserves focused attention within a geriatric medicine fellowship curriculum to ensure that graduates are prepared not only for clinical care but also for the leadership, administrative, educational, quality improvement, and health policy aspects of their future roles. This report describes the curriculum development and program evaluation of an advanced course in long term care for geriatric medicine fellows and other graduate/post-graduate health professionals at Duke University. Course evaluation had 4 goals: (1) to determine how well the learning objectives were met; (2) to evaluate individual components of the course to improve subsequent offerings; (3) to determine whether additional topics needed to be added; and (4) to evaluate the effectiveness of the discussion forum component of the course. Learner self-efficacy improved within all competency areas but especially those of practice-based learning and system-based practice. Evaluation results led to curriculum revision that has maintained course relevance and sustained it within the larger geriatrics fellowship curriculum. Components of this course can be easily adapted to other curricular settings for fellows and residents.
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…
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.…
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.
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…
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…
Mathematics Curriculum Guide. First and Second Course in Algebra. Supplement No. 2.
ERIC Educational Resources Information Center
Gary City Public School System, IN.
GRADES OR AGES: Grade 9 and 10 (first and second courses). SUBJECT MATTER: Algebra. ORGANIZATION AND PHYSICAL APPEARANCE: The material for each grade is presented in four columns: major areas, significant anticipated outcomes, observations and suggestion, and references and films. The topics covered in the first course include reviews of set…
An Analysis of Specific Mathematics Course Content for Scientists and Engineers, Final Report.
ERIC Educational Resources Information Center
Miller, G. H.
Reported are the results of a pilot study which attempted to determine general patterns of common course content for scientists and engineers, and what specific course content would be of most value to them. Questionnaires were mailed to biologists, chemists, physicists, and engineers in nine states. Over two hundred of these respondents were…
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
Costellano, Janet; Scaffa, Matthew
The product of a Special Studies Institute, this teacher developed resource guide for the emotionally handicapped (K-6) presents 37 activities designed to develop mathematics concepts and skills utilizing the urban out-of-doors. Focus is on experiencing math models, patterns, problems, and relationships found in an urban environment. Activities…
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
ERIC Educational Resources Information Center
Scheiner, Thorsten
2015-01-01
The guiding philosophy of this theoretical work lays in the argument that mathematics teachers' professional knowledge is the integration of various knowledge facets derived from different sources including teaching experience and research. This paper goes beyond past trends identifying what the teachers' knowledge is about (content) by providing…
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,…
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…
ERIC Educational Resources Information Center
Levenson, Esther; Gal, Hagar
2013-01-01
This paper considers studying changes in teachers' perspectives regarding the teaching of mathematically talented students learning in heterogeneous classes. We investigate these changes through a case study of Rona, a teacher who participated in the professional development program "From One End to the Other" held in The David Yellin…
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…
ERIC Educational Resources Information Center
Maass, Juergen
In Exeter (ALM 2, 1995), Wolfgang Schloeglmann and the author presented some results of their research. One of these results is a useful metaphor: Teaching mathematics to engineers and scientists who have finished their university studies and have worked for many years in, for example, industry, is structurally similar to the technology transfer…
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…
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…
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…
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
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…
Middle School Mathematics: 2006-07 to 2008-09. Impact Evaluation. E&R Report No. 10.11
ERIC Educational Resources Information Center
Paeplow, Colleen
2010-01-01
In 2006-07, seven Wake County Public School System (WCPSS) middle schools piloted Algebraic Thinking as an alternate approach to teaching middle school mathematics. Algebraic Thinking was developed to help students in grade 6 reach higher mathematics courses by combining the regular and advanced middle school mathematics courses into one…
The Role of JRME in Advancing Learning and Teaching Elementary School Mathematics.
ERIC Educational Resources Information Center
Battista, Michael T.; Larson, Carol Novillis
1994-01-01
Focuses on the contribution of the "Journal for Research in Mathematics Education" to the view of learning and teaching elementary school mathematics embodied in current curricular recommendations for school mathematics. (23 references) (MKR)
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.
An Improved Mathematical Scheme for LTE-Advanced Coexistence with FM Broadcasting Service.
Shamsan, Zaid Ahmed; Al-Hetar, Abdulaziz M
2016-01-01
Power spectral density (PSD) overlapping analysis is considered the surest approach to evaluate feasibility of compatibility between wireless communication systems. In this paper, a new closed-form for the Interference Signal Power Attenuation (ISPA) is mathematically derived to evaluate interference caused from Orthogonal Frequency Division Multiplexing (OFDM)-based Long Term Evolution (LTE)-Advanced into Frequency Modulation (FM) broadcasting service. In this scheme, ISPA loss due to PSD overlapping of both OFDM-based LTE-Advanced and FM broadcasting service is computed. The proposed model can estimate power attenuation loss more precisely than the Advanced Minimum Coupling Loss (A-MCL) and approximate-ISPA methods. Numerical results demonstrate that the interference power is less than that obtained using the A-MCL and approximate ISPA methods by 2.8 and 1.5 dB at the co-channel and by 5.2 and 2.2 dB at the adjacent channel with null guard band, respectively. The outperformance of this scheme over the other methods leads to more diminishing in the required physical distance between the two systems which ultimately supports efficient use of the radio frequency spectrum.
An Improved Mathematical Scheme for LTE-Advanced Coexistence with FM Broadcasting Service
Al-hetar, Abdulaziz M.
2016-01-01
Power spectral density (PSD) overlapping analysis is considered the surest approach to evaluate feasibility of compatibility between wireless communication systems. In this paper, a new closed-form for the Interference Signal Power Attenuation (ISPA) is mathematically derived to evaluate interference caused from Orthogonal Frequency Division Multiplexing (OFDM)-based Long Term Evolution (LTE)-Advanced into Frequency Modulation (FM) broadcasting service. In this scheme, ISPA loss due to PSD overlapping of both OFDM-based LTE-Advanced and FM broadcasting service is computed. The proposed model can estimate power attenuation loss more precisely than the Advanced Minimum Coupling Loss (A-MCL) and approximate-ISPA methods. Numerical results demonstrate that the interference power is less than that obtained using the A-MCL and approximate ISPA methods by 2.8 and 1.5 dB at the co-channel and by 5.2 and 2.2 dB at the adjacent channel with null guard band, respectively. The outperformance of this scheme over the other methods leads to more diminishing in the required physical distance between the two systems which ultimately supports efficient use of the radio frequency spectrum. PMID:27855216
1981-10-01
Teaching Topics ...................... 7 5. Split-Half Reliability Coefficients with Spearman-Brown Correction Applied by Group and Location...items selected were appropriate for a 2-hour test , and (3) items represented reliable measures of mathematics skills. The final test , which consisted of...to 70 difficulty range. Item discrimination ranged from -. 30 to .89, with the majority falling between .30 and .60. Kuder Richardson 20 (KR-20
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
Burston, Jack; Athanasiou, Androulla; Neophytou-Yiokari, Maro
2016-01-01
The purpose of this presentation is to show how instructional technology can be exploited to effectively integrate Common European Framework of Reference (CEFR) "Can Do" performance objectives (Council of Europe, 2001) into the syllabus and assessment of an advanced (B2) level course. The particular course that will be used for purposes…
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
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…
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…
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.
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.
Garrido, F D; Romano, M M D; Schmidt, A; Pazin-Filho, A
2011-01-01
Advanced cardiac life support (ACLS) is a problem-based course that employs simulation techniques to teach the standard management techniques of cardiovascular emergencies. Its structure is periodically revised according to new versions of the American Heart Association guidelines. Since it was introduced in Brazil in 1996, the ACLS has been through two conceptual and structural changes. Detailed documented reports on the effect of these changes on student performance are limited. The objective of the present study was to evaluate the effect of conceptual and structural changes of the course on student ACLS performance at a Brazilian training center. This was a retrospective study of 3266 students divided into two groups according to the teaching model: Model 1 (N = 1181; 1999-2003) and Model 2 (N = 2085; 2003-2007). Model 2 increased practical skill activities to 75% of the total versus 60% in Model 1. Furthermore, the teaching material provided to the students before the course was more objective than that used for Model 1. Scores greater than 85% in the theoretical evaluation and approval in the evaluation of practice by the instructor were considered to be a positive outcome. Multiple logistic regression was used to adjust for potential confounders (specialty, residency, study time, opportunity to enhance practical skills during the course and location where the course was given). Compared to Model 1, Model 2 presented odds ratios (OR) indicating better performance in the theoretical (OR = 1.34; 95%CI = 1.10-1.64), practical (OR = 1.19; 95%CI = 0.90-1.57), and combined (OR = 1.38; 95%CI = 1.13-1.68) outcomes. Increasing the time devoted to practical skills did not improve the performance of ACLS students.
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)
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.
Plunk, Andrew D; Tate, William F; Bierut, Laura J; Grucza, Richard A
2014-06-01
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.
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
Design and contents of an advanced distance-based statistics course for a PhD in nursing program.
Azuero, Andres; Wilbanks, Bryan; Pryor, Erica
2013-01-01
Doctoral nursing students and researchers are expected to understand, critique, and conduct research that uses advanced quantitative methodology. The authors describe the design and contents of a distance-based course in multivariate statistics for PhD students in nursing and health administration, compare the design to recommendations found in the literature for distance-based statistics education, and compare the course contents to a tabulation of the methodologies used in a sample of recently published quantitative dissertations in nursing. The authors conclude with a discussion based on these comparisons as well as with experiences in course implementation and directions for future course development.
ERIC Educational Resources Information Center
Lee, Kester; Anderson, Judy
2014-01-01
Declining participation rates in advanced mathematics courses and STEM-related occupations has been an issue in Australia for some time, particularly for females. As students continue to disengage with mathematics and complain about its usefulness, it is important to explore what we can do to stem the tide of departing students. One area worthy of…
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
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
DePountis, Vicki M.; Pogrund, Rona L.; Griffin-Shirley, Nora; Lan, William Y.
2015-01-01
Introduction: This research examined the perspectives of teachers of students who are visually impaired regarding the use and effectiveness of high-tech assistive technology purported to assist visually impaired students in advanced mathematics. Methods: The data for this study were collected via a mixed-methods online survey distributed through…
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
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…
ERIC Educational Resources Information Center
Cetinkaya, Bulent; Kertil, Mahmut; Erbas, Ayhan Kursat; Korkmaz, Himmet; Alacaci, Cengiz; Cakiroglu, Erdinc
2016-01-01
Adopting a multitiered design-based research perspective, this study examines pre-service secondary mathematics teachers' developing conceptions about (a) the nature of mathematical modeling in simulations of "real life" problem solving, and (b) pedagogical principles and strategies needed to teach mathematics through modeling. Unlike…
[Mathematical analysis of complicated course of acute surgical diseases of abdominal cavity organs].
Vozniuk, S M; Pol'ovyĭ, V P; Sydorchuk, R I; Palianytsia, A S
2013-03-01
In this paper we analyze the results of diagnosis and treatment of 130 patients with acute surgical diseases of the abdominal cavity, complicated by peritonitis. We proposed the method of estimating the severity of the patients using a coefficient of status severity (C(SS)), developed a scale for prediction of complicated outcomes of acute surgical pathology of the abdominal cavity and abdominal sepsis, which is adapted to the working conditions of local clinics. Using the C(SS) and the scale prediction, allowed timely identification of patients' risk group with possible complicated course, assign adequate treatment, reduce postoperative complications by 5%, relaparotomies by 4.4%, decrease postoperative mortality by 3.9%.
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
Rice, Jennifer King; Croninger, Robert G.; Roellke, Christopher F.
2002-01-01
Draws on data from 1988 National Education Longitudinal Study to estimate the impact of block-scheduled mathematics course on 10th-grade student achievement and teachers' use of class time. Findings suggest that while block scheduling is positively associated with teachers' use of multiple instructional methods and more individualized instruction,…
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.
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.
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…
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
Advanced cardiac life support refresher course using standardized objective-based Mega Code testing.
Kaye, W; Mancini, M E; Rallis, S F
1987-01-01
The American Heart Association (AHA) recommends that those whose daily work requires knowledge and skills in advanced cardiac life support (ACLS) not only be trained in ACLS, but also be given a refresher training at least every 2 yr. However, AMA offers no recommended course for retraining; no systematic studies of retraining have been conducted on which to base these recommendations. In this paper we review and present our recommendation for a standardized approach to refresher training. Using the goals and objectives of the ACLS training program as evaluation criteria, we tested with the Mega Code a sample population who had previously been trained in ACLS. The results revealed deficiencies in ACLS knowledge and skills in the areas of assessment, defibrillation, drug therapy, and determining the cause of an abnormal blood gas value. We combined this information with our knowledge of other deficiencies identified during actual resuscitation attempts and other basic life-support and ACLS teaching experiences. We then designed a refresher course which was consistent with the overall goals and objectives of the ACLS training program, but which placed emphasis on the deficiencies identified in the pretesting. We taught our newly designed refresher course in three sessions, which included basic life support, endotracheal intubation, arrhythmia recognition and therapeutic modalities, defibrillation, and Mega Code practice. In a fourth session, using Mega Code testing, we evaluated knowledge and skill learning immediately after training. We similarly tested retention 2 to 4 months later. Performance immediately after refresher training showed improvement in all areas where performance had been weak.(ABSTRACT TRUNCATED AT 250 WORDS)
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.
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…
1997-05-01
This volume includes presentation materials prepared for a short course covering fundamental and practical information needed to understand and apply Advanced Stimulation Technology (AST). AST Deployment Program was designed to overcome barriers to the application of AST in today`s challenging economic environment. In addition to course materials, this workbook includes the short course agenda; a brief overview of AST methodology; a list of presenters with brief survey of their professional credentials and AST experience; concise information on the companies sponsoring the program; and some information on the technology transfer vehicles, i.e., information centers, publications, GRI/Net, and Regional Technology Transfer Agent program.
[Six years of Advanced Trauma Life Support (ATLS) in Germany: the 100th provider course in Hamburg].
Münzberg, M; Mahlke, L; Bouillon, B; Paffrath, T; Matthes, G; Wölfl, C G
2010-07-01
With over 1 million certified physicians in more than 50 countries worldwide, the Advanced Trauma Life Support (ATLS) concept is one of the most successful international education programs. The concept is simple, priority-orientated (ABCDE scheme) and assesses the situation of the trauma patient on the basis of vital signs to treat the life-threatening injuries immediately. With over 100 ATLS provider courses and 10 instruction courses accomplished in less than 6 years, no other land in the world has successfully established this concept in such a short time as Germany. Meanwhile nearly 1,600 colleagues have been trained and certified. Evaluation of the first 100 ATLS courses in Germany supports this concept. The total evaluation of all courses is 1.36 (1.06-1.8, n=100). The individual parts of the course were marked as followed: presentations 1.6 (1.0-2.81, n=100), practical skills stations 1.46 (1.0-2.4, n=100) and surgical skills stations 1.38 (1.0-2.38, n=100). In 2009 a total of 47 ATLS courses were accomplished which will clearly increase in 2010. Other ATLS formats, such as ATCN (Advanced Trauma Care for Nurses) and refresher courses are planned for the beginning of 2010.
NASA Astrophysics Data System (ADS)
Siewers, F. D.; Crowder, M. E.
2008-12-01
Western Kentucky University has been an active member of the Earth System Science Education Alliance (ESSEA) since 2003 and has offered the high school ESSEA course a total of four times during that period. Twenty-six individuals from across Kentucky successfully passed the course and at least half of those individuals are currently involved in K-12 science education. Preliminary communications with course graduates indicate that Earth System Science (ESS) concepts and content knowledge advanced in the high school ESSEA course have been incorporated into the science curricula of several Kentucky schools. Several teachers and schools have also enthusiastically adopted Problem Based Learning (PBL), the pedagogical foundation of the high school ESSEA course. This presentation will highlight the insights and experience of ESSEA course graduates working to incorporate ESS and PBL into their courses and science curricula. Particular attention will focus on those factors - both positive and negative - that teachers feel most influence the advance of ESS education and PBL in Kentucky schools.
NASA Astrophysics Data System (ADS)
1993-01-01
Preliminary Programme The three-day programme features approximately twenty-five invited contributions. Participants may present a poster on the topic "Applications for Industrial Measurements", concerning applied mathematics, software development and computer-based measurements. 20 October Two plenary talks on mathematical methods and metrological applications "Numerical Methods and Modelling" Partial differential equations and integral equations Methods of identification and validation Algorithms for approximation Geometrical shape determination of industrial solids Round Table 21 October "Data Analysis" Spectral analysis and wavelets Calibration of precision instrumentation Comparison measurement of standards Statistical methods in metrology Robust estimation and outliers Applications of the bootstrap method Round Table 22 October (in cooperation with SIMAI and ASP) "Applications for Industrial Measurements" Data acquisition Measurement software, standard computational modules and their validation Round Table Industrial presentations Discussion of poster presentations Conclusions Lecturers Mathematicians from the international metrological community; mathematicians from Italian universities (Politecnico of Torino, Milano, Università di Genova, Milano, Padova, Roma, Trento); scientists and mathematicians from national standards institutes and the Italian National Research Council. The workshop will be of interest to people in universities, research centres and industry who are involved in measurement and need advanced mathematical tools to solve their problems, and to those who work in the development of these mathematical tools. Metrology is concerned with measurement at the highest level of precision. Advances in metrology depend on many factors: improvements in scientific and technical knowledge, instrumentation quality, better use of advanced mathematical tools and the development of new tools. In some countries, metrological institutions have a tradition of
NASA Astrophysics Data System (ADS)
Glaude-Bolte, Katherine
Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are taught at the college level. This study examined the correlation between enrollment in middle school Challenge courses and subsequent AP exam category scores in social studies and science in a suburban school district. The independent variables were the number of years of enrollment in middle school social studies or science Challenge courses. The dependent variables were the AP exam category scores in the eight social studies AP courses or the six science AP courses. The sample sizes were limited to the number of students who took an AP social studies or science exam and also attended the middle school of study. The null hypothesis was that there was no relationship between the two variables. This study included eight social studies AP courses and six science AP courses. A significant positive correlation was indicated in only two of the courses, U.S. Government and Comparative Government, supporting the claim that enrollment in middle school Challenge social studies was correlated with success, at least on these two AP exams. In the remaining 12 courses, there was not enough evidence to reject the null hypothesis. Therefore, enrollment in middle school Challenge science and social studies courses generally did not seem to correlate with AP exam category scores. Results of this study call into question the validity of the claim by the district that enrollment in Challenge courses helps prepare students for rigorous coursework in high school. Several factors, including student readiness, teacher training, familiarity with course content, and previous AP experience may contribute more to a student's AP exam category score
When Traditional Won't Do: Experiences from a "Lower-Level" Mathematics Classroom
ERIC Educational Resources Information Center
Hill, Crystal
2010-01-01
As the last bell rings, students scurry to their respective classrooms, doors begin to close, and the class period begins. Imagine that you are in the hallway of the school and you look into an advanced mathematics class, into an Algebra I, Part I, mathematics class (a course designed for students who have not found success in mathematics). What…
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…
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.
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
ERIC Educational Resources Information Center
Hilgoe, Ellen; Brinkley, Jason; Hattingh, Johannes; Bernhardt, Robert
2016-01-01
Since its establishment in 1996, the North Carolina Early Mathematics Placement Testing (NC EMPT) Program has provided a low stakes reality check of readiness for college-level mathematics to more than 600,000 high school students statewide. The program strives to help reduce the percentage of incoming college freshmen requiring mathematics…
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…
ERIC Educational Resources Information Center
Stripling, Christopher T.; Roberts, T. Grady
2013-01-01
Teachers who are efficacious persevere through challenges in the learning environment and put forth more effort in designing learning activities. The purpose of this study was to determine the effects of mathematics teaching and integration strategies (MTIS) on preservice agricultural teachers' personal mathematics efficacy, mathematics teaching…
ERIC Educational Resources Information Center
Marcel, Kathleen W.
A study examined rural, low-income students' experiences with online advanced placement (AP) courses. Interviews were conducted with 30 students, their mentors, and school administrators at four rural high schools in two Western states; 25 students were low-income. Positive comments about the online experience mentioned interaction with other…
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...
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...
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
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, 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...
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
Sella, Francesco; Sader, Elie; Lolliot, Simon; Cohen Kadosh, Roi
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…
Computer Mathematics: An Introduction.
ERIC Educational Resources Information Center
New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.
This document describes a mathematics course that uses the computer to solve mathematics problems. It was developed to be used with students who have completed at least one year of general mathematics or are not achieving success in the traditional mathematics program. The course is intended to review, reinforce, and extend concepts included in…
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…
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)
Kumar, David D.; Morris, John D.
2005-12-01
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 science students ( N = 176) in an urban doctoral-level university in the United States participated in this study. The results of this study showed Gender, completion of courses in High School Chemistry and Physics, College Chemistry and Physics, and Attitudes Toward Mathematics and Science significantly correlated with scientific understanding. Based on a regression model, Gender, and College Chemistry and Physics experiences added significant predictive accuracy to scientific understanding among prospective elementary teachers compared to the other variables.
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,…
Joiner, Michael C; Tracey, Monica W; Kacin, Sara E; Burmeister, Jay W
2017-03-22
This article provides a summary and status report of the ongoing advanced education program IBPRO - Integrated course in Biology and Physics of Radiation Oncology. IBPRO is a five-year program funded by NCI. It addresses the recognized deficiency in the number of mentors available who have the required knowledge and skill to provide the teaching and training that is required for future radiation oncologists and researchers in radiation sciences. Each year, IBPRO brings together 50 attendees typically at assistant professor level and upwards, who are already qualified/certified radiation oncologists, medical physicists or biologists. These attendees receive keynote lectures and activities based on active learning strategies, merging together the clinical, biological and physics underpinnings of radiation oncology, at the forefront of the field. This experience is aimed at increasing collaborations, raising the level and amount of basic and applied research undertaken in radiation oncology, and enabling attendees to confidently become involved in the future teaching and training of researchers and radiation oncologists.
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…
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.
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.
ERIC Educational Resources Information Center
Phillips, Amy Criniti
2009-01-01
During the fourth year of Amy Phillips' teaching assistantship in the spring semester of 2008, she was asked to teach a 300-level advanced writing course in which she was given the creative freedom to design the syllabus, choose the textbooks, craft all assignments, and organize the course content. However, there was one stipulation: the course,…
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.
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
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
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…
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…
Mathematics Worth Teaching, Mathematics Worth Understanding.
ERIC Educational Resources Information Center
Romberg, Thomas A.; Kaput, James J.
This chapter examines the scope of the mathematical content educators expect students to understand after they have participated in mathematics courses. It is organized under four headings: (1) Traditional School Mathematics, to clarify what the shift is away from; (2) Mathematics as Human Activity, to portray the direction the shift is toward;…
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.
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
de Oliveira, Rodrigo R.; das Neves, Luiz S.; de Lima, Kassio M. G.
2012-01-01
A chemometrics course is offered to students in their fifth semester of the chemistry undergraduate program that includes an in-depth project. Students carry out the project over five weeks (three 8-h sessions per week) and conduct it in parallel to other courses or other practical work. The students conduct a literature search, carry out…
ERIC Educational Resources Information Center
Windflower Enterprises, Colorado Springs, CO.
Second Helping is a 32-hour, 4-module course designed by and for family child care providers to address issues of concern to the provider, such as individual well-being, business skills, family relations, and child development. This booklet discusses the Second Helping family child care provider training course and outlines the qualifications…
How Course Portfolios Can Advance the Scholarship and Practice of Management Teaching
ERIC Educational Resources Information Center
New, J. Randolph; Clawson, James G.; Coughlan, Richard S.; Hoyle, Joe Ben
2008-01-01
The authors believe the development, peer review, and sharing of course portfolios can significantly improve the scholarship and teaching of management. To make this case, they provide background information about course portfolios, including origins, defining features, purposes, and potential benefits. They then identify actual portfolio projects…
The Challenge to Cumulative Learning: Do Introductory Courses Actually Benefit Advanced Students?
ERIC Educational Resources Information Center
Nathanson, Craig; Paulhus, Delroy L.; Williams, Kevin M.
2004-01-01
Previous research has questioned the educational value of taking introductory courses in psychology. Study 1 confirmed the usual null to negative associations between taking introductory psychology and performance in a subsequent psychology course. Study 2 showed that, after controlling for IQ, there was actually a positive association between…
NASA Astrophysics Data System (ADS)
Makarov, Vladimir A.; Drabovich, Konstantin N.
2002-05-01
The concept of teaching in optics and methodical problems of mathematical student's education are discussed. The fundamental knowledge on modern mathematics and of computer- based methods of investigations acquired by students at the first years allows our professors to represent the different branches of optics and photonics at the high scientific level. The methods of teaching have resulted from the more than thirty year's experience of work of the Chair of General Physics and Wave Processes staff of M. V. Lomonosov Moscow State University on training the mathematical students.
Collegiate Mathematics Teaching: An Unexamined Practice
ERIC Educational Resources Information Center
Speer, Natasha M.; Smith, John P., III; Horvath, Aladar
2010-01-01
Though written accounts of collegiate mathematics teaching exist (e.g., mathematicians' reflections and analyses of learning and teaching in innovative courses), research on collegiate teachers' actual classroom teaching practice is virtually non-existent. We advance this claim based on a thorough review of peer-reviewed journals where scholarship…
Integrating advanced writing content into a scholarly inquiry in nursing course.
Mandleco, Barbara L; Bohn, Christina; Callister, Lynn C; Lassetter, Jane; Carlton, Troy
2012-02-17
Since there are few data examining methods to help students learn to write in a scholarly manner, the purposes of this project were to (1) evaluate students' learning of writing content integrated into a Scholarly Inquiry in Nursing course by examining differences in scores on a writing assessment taken at the beginning and end of the course; and (2) examine student confidence ratings relative to writing to see if it improved during the course. After obtaining IRB approval and informed consent, the CLIPS pre and post assessment mean scores of 82 students in a Scholarly Inquiry in Nursing course were compared using the Wilcoxon signed-rank test. Confidence ratings in formal and informal writing were also obtained from a subsample of 47 students. Mean scores improved in 12 out of 26 assessment categories related to punctuation, correct usage of words, and sentence construction. Student mean confidence ratings increased each month.
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…
ERIC Educational Resources Information Center
New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.
The Materials in this bulletin indicate suggested teaching procedures needed to implement the teaching of "mathematics, 9th Year" as outlined in Curriculum Bulletin No. 3, 1958-59 series, Course of Study Mathematics 7-8-9. Whereas the course of study suggests the application of mathematical principles such as commutativity,…
Ni, Bing-Jie; Yuan, Zhiguo
2015-12-15
Nitrous oxide (N2O) can be emitted from wastewater treatment contributing to its greenhouse gas footprint significantly. Mathematical modeling of N2O emissions is of great importance toward the understanding and reduction of the environmental impact of wastewater treatment systems. This article reviews the current status of the modeling of N2O emissions from wastewater treatment. The existing mathematical models describing all the known microbial pathways for N2O production are reviewed and discussed. These included N2O production by ammonia-oxidizing bacteria (AOB) through the hydroxylamine oxidation pathway and the AOB denitrification pathway, N2O production by heterotrophic denitrifiers through the denitrification pathway, and the integration of these pathways in single N2O models. The calibration and validation of these models using lab-scale and full-scale experimental data is also reviewed. We conclude that the mathematical modeling of N2O production, while is still being enhanced supported by new knowledge development, has reached a maturity that facilitates the estimation of site-specific N2O emissions and the development of mitigation strategies for a wastewater treatment plant taking into the specific design and operational conditions of the plant.
Schaid, Daniel J
2010-01-01
Measures of genomic similarity are the basis of many statistical analytic methods. We review the mathematical and statistical basis of similarity methods, particularly based on kernel methods. A kernel function converts information for a pair of subjects to a quantitative value representing either similarity (larger values meaning more similar) or distance (smaller values meaning more similar), with the requirement that it must create a positive semidefinite matrix when applied to all pairs of subjects. This review emphasizes the wide range of statistical methods and software that can be used when similarity is based on kernel methods, such as nonparametric regression, linear mixed models and generalized linear mixed models, hierarchical models, score statistics, and support vector machines. The mathematical rigor for these methods is summarized, as is the mathematical framework for making kernels. This review provides a framework to move from intuitive and heuristic approaches to define genomic similarities to more rigorous methods that can take advantage of powerful statistical modeling and existing software. A companion paper reviews novel approaches to creating kernels that might be useful for genomic analyses, providing insights with examples [1].
Advanced Maintenance Officer Training - A Focus on AMMOS: Return on Investment...Staying the Course
2010-02-17
course that we target our bright and shiny MX officers to attend. Keeping it competitive is good, but the 33 current level of competitiveness...some first lieutenants, assuming they’ve been in the career field the whole time. The AMMOS program looks good on paper but falls extremely...course, and in light of diminishing personnel resources, the training investment in terms of time, costs, and loss of personnel for approximately 4
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…
Lacking a Formal Concept of Limit: Advanced Non-Mathematics Students' Personal Concept Definitions
ERIC Educational Resources Information Center
Beynon, Kenneth A.; Zollman, Alan
2015-01-01
This mixed-methods study examines the conceptual understanding of limit among 22 undergraduate engineering students from two different sections of the same introductory differential equations course. The participants' concepts of limit (concept images and personal concept definitions) were examined using written tasks followed by one-on-one…
ERIC Educational Resources Information Center
Hoepner, Cynthia Colon
2010-01-01
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.…
ERIC Educational Resources Information Center
Clements, Peggy; Buffington, Pamela; Tobey, Cheryl
2013-01-01
Rational number concepts underpin many topics in advanced mathematics and understanding these concepts is a prerequisite for students' success in high-school level courses. Students with rational number misconceptions that are not diagnosed and remediated in the middle grades are likely to encounter difficulty in high-school mathematics courses.…
Basic Programming II: Course Guide. Revised Edition.
ERIC Educational Resources Information Center
Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.
This guide is designed to provide teachers with guidelines and suggested activities for teaching a one-semester advanced programming course--BASIC Programming II--for the ninth through twelfth grades. Although primarily oriented toward mathematics, the guide does offer sample applications in business that also address the needs of students with a…
Evaluation of the Effectiveness of an Advance Organizer in a Medical Microbiology Course.
ERIC Educational Resources Information Center
Slock, James A.; And Others
1980-01-01
An advance organizer is a set of conceptual statements about the unifying ideas of a topic in terms already familiar to the learner. A study is reported that sought to determine whether two presentations of an advance organizer for a unit on pathogenic bacteria would result in increasing medical students' knowledge and ability to solve problems in…
Distance-Learning for Advanced Military Education: Using Wargame Simulation Course as an Example
ERIC Educational Resources Information Center
Keh, Huan-Chao; Wang, Kuei-Min; Wai, Shu-Shen; Huang, Jiung-yao; Hui, Lin; Wu, Ji-Jen
2008-01-01
Distance learning in advanced military education can assist officers around the world to become more skilled and qualified for future challenges. Through well-chosen technology, the efficiency of distance-learning can be improved significantly. In this paper we present the architecture of Advanced Military Education-Distance Learning (AME-DL)…
Accuracy improvement capability of advanced projectile based on course correction fuze concept.
Elsaadany, Ahmed; Wen-jun, Yi
2014-01-01
Improvement in terminal accuracy is an important objective for future artillery projectiles. Generally it is often associated with range extension. Various concepts and modifications are proposed to correct the range and drift of artillery projectile like course correction fuze. The course correction fuze concepts could provide an attractive and cost-effective solution for munitions accuracy improvement. In this paper, the trajectory correction has been obtained using two kinds of course correction modules, one is devoted to range correction (drag ring brake) and the second is devoted to drift correction (canard based-correction fuze). The course correction modules have been characterized by aerodynamic computations and flight dynamic investigations in order to analyze the effects on deflection of the projectile aerodynamic parameters. The simulation results show that the impact accuracy of a conventional projectile using these course correction modules can be improved. The drag ring brake is found to be highly capable for range correction. The deploying of the drag brake in early stage of trajectory results in large range correction. The correction occasion time can be predefined depending on required correction of range. On the other hand, the canard based-correction fuze is found to have a higher effect on the projectile drift by modifying its roll rate. In addition, the canard extension induces a high-frequency incidence angle as canards reciprocate at the roll motion.
Accuracy Improvement Capability of Advanced Projectile Based on Course Correction Fuze Concept
Elsaadany, Ahmed; Wen-jun, Yi
2014-01-01
Improvement in terminal accuracy is an important objective for future artillery projectiles. Generally it is often associated with range extension. Various concepts and modifications are proposed to correct the range and drift of artillery projectile like course correction fuze. The course correction fuze concepts could provide an attractive and cost-effective solution for munitions accuracy improvement. In this paper, the trajectory correction has been obtained using two kinds of course correction modules, one is devoted to range correction (drag ring brake) and the second is devoted to drift correction (canard based-correction fuze). The course correction modules have been characterized by aerodynamic computations and flight dynamic investigations in order to analyze the effects on deflection of the projectile aerodynamic parameters. The simulation results show that the impact accuracy of a conventional projectile using these course correction modules can be improved. The drag ring brake is found to be highly capable for range correction. The deploying of the drag brake in early stage of trajectory results in large range correction. The correction occasion time can be predefined depending on required correction of range. On the other hand, the canard based-correction fuze is found to have a higher effect on the projectile drift by modifying its roll rate. In addition, the canard extension induces a high-frequency incidence angle as canards reciprocate at the roll motion. PMID:25097873
ERIC Educational Resources Information Center
New York State Education Dept., Albany. Bureau of Secondary Curriculum Development.
The document provides teaching guidelines and information on advance elective courses in a studio art program for grades 10, 11, and 12. The courses are presented in four sections: (1) studio in advertising design--advertising and production, lettering, illustrating, and color reproduction; (2) studio in fashion design and illustration--elements…
ERIC Educational Resources Information Center
Caudill, Lester; Hill, April; Hoke, Kathy; 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…