Student Reactions to Learning Theory Based Curriculum Materials in Linear Algebra--A Survey Analysis

Autor/inn/en	Cooley, Laurel; Vidakovic, Draga; Martin, William O.; Dexter, Scott; Suzuki, Jeff
Titel	Student Reactions to Learning Theory Based Curriculum Materials in Linear Algebra--A Survey Analysis
Quelle	In: International Journal for Mathematics Teaching and Learning, (2016), (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Student Reaction; Algebra; Student Surveys; Instructional Materials; Curriculum Implementation; Learning Modules; Learner Engagement; Self Efficacy; Science Course Improvement Projects; Student Experience; Student Attitudes; Problem Solving; Mathematics Achievement; Interviews; Undergraduate Students; Observation; Grounded Theory; Workshops + Suchen Sie Ihr Suchwort? Schülerkritik; Schülerbefragung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning module; Lernmodul; Self-efficacy; Selbstwirksamkeit; Studienerfahrung; Schülerverhalten; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Interviewing; Interviewtechnik; Beobachtung; Lernwerkstatt; Schulung
Abstract	In this report we examine students' perceptions of the implementation of carefully designed curriculum materials (called modules) in linear algebra courses at three different universities. The curricular materials were produced collaboratively by STEM and mathematics education faculty as members of a professional learning community (PLC) over several years. We have described the development and implementation of these materials elsewhere (authors, authors). Our focus here is on more detailed analysis of comments that student participants made about the impact on their engagement, perceived learning, self-confidence, and notions of the broader nature of mathematics. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01