Literaturnachweis - Detailanzeige
Autor/inn/en | MacArthur, Kelly; Dobie, Tracy E. |
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Titel | Benefits and Challenges of Peer Interaction in Calculus Group Exams: Perspectives of Latina/Hispanic & Mixed Race Women |
Quelle | In: PRIMUS, 33 (2023) 10, S.1121-1134 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (MacArthur, Kelly) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1051-1970 |
DOI | 10.1080/10511970.2023.2248973 |
Schlagwörter | Calculus; Mathematics Instruction; Mathematics Tests; College Faculty; Undergraduate Students; Cooperative Learning; Peer Relationship; Minority Group Students; Hispanic American Students; Multiracial Persons; Barriers; Gender Differences; Group Dynamics; Test Format; Student Attitudes; Student Diversity; Inclusion; Equal Education Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Fakultät; Kooperatives Lernen; Peer-Beziehungen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Mischling; Geschlechterkonflikt; Gruppendynamik; Testentwicklung; Schülerverhalten; Inklusion |
Abstract | Collaborative assessment techniques are needed to align with shifting approaches to learning that center peer interaction. Furthermore, it is critical to understand how collaborative assessments work for students belonging to historically marginalized groups. This study reports the perspectives of four mixed race and Latina/Hispanic women regarding peer interaction and group exams in university mathematics courses. Three primary themes emerged from interviews: (a) benefits of communication during group exams, (b) challenges of working with peers during group exams, and (c) consideration of gender balance when assigning exam groups. These findings have implications for how college instructors implement collaborative exams in intentional ways that benefit students. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |