A Comparison between a Traditional and an Accelerated, Online, Adaptive Approach to Developmental Mathematics

Autor/inn/en	McGee, Daniel; Vasquez, Pedro; Cajigas, Jesus
Titel	A Comparison between a Traditional and an Accelerated, Online, Adaptive Approach to Developmental Mathematics
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 33 (2014) 4, S.429-453 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Acceleration (Education); Conventional Instruction; Online Courses; Developmental Programs; Mathematics Education; Remedial Mathematics; College Freshmen; Summer Science Programs; College Preparation; Curriculum Design; Calculus; Mathematics Achievement; Experimental Groups; Control Groups; Statistical Analysis; Questionnaires; Interviews; Achievement Gains; Student Attitudes; Teacher Attitudes; Participant Satisfaction; Educational Change; Teaching Methods; Puerto Rico + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Online course; Online-Kurs; Entwicklungsplan; Mathematische Bildung; Studienanfänger; Lehrplangestaltung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; Fragebogen; Interviewing; Interviewtechnik; Achievement gain; Leistungssteigerung; Schülerverhalten; Lehrerverhalten; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The University of Puerto Rico in Mayaguez (UPRM) has found that there are disadvantages to a semester long remedial mathematics course that is administered during the freshmen year to students with mathematics deficiencies in STEM (Science, Technology, Engineering and Math) programs. Correspondingly, the UPRM designed and implemented an Accelerated, Online, Adaptive Approach to Developmental Mathematics that was administered the summer before students in STEM fields entered the UPRM. This article discusses the theoretical factors in the design of the online course and presents a study of the effectiveness of these two approaches based on (i) the success rate of students being able to enter Precalculus and (ii) the success of students from the two programs upon entering Precalculus. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10