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Autor/inn/enMireles, Selina V.; Acee, Taylor W.; Gerber, Lindsey N.
TitelFOCUS: Sustainable Mathematics Successes
QuelleIn: Journal of Developmental Education, 38 (2014) 1, S.26-30 (6 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0894-3907
SchlagwörterMathematics Instruction; College Mathematics; Algebra; Intervention; Developmental Studies Programs; Mathematics Skills; Comparative Analysis; Grades (Scholastic); Achievement Gains; Program Effectiveness; Pretests Posttests; Student Characteristics; Experimental Groups; Control Groups; Regression (Statistics); Texas
AbstractThe FOCUS (Fundamentals of Conceptual Understanding and Success) Co-Requisite Model Intervention (FOCUS Intervention) for College Algebra was developed as part of the Developmental Education Demonstration Projects (DEDP) in Texas. The program was designed to use multiple services, courses, and best practices to support student completion of a credit-bearing mathematics course. The curriculum design and instructional strategies of the College Algebra FOCUS band are described and examples are included to expand on the richness of the model. Using repeated measures of students' mathematics proficiency and baseline comparison group data of students' course grades, we present evidence linking the FOCUS Intervention with increased mathematics proficiency, fewer course withdrawals, and improved course grades. (As Provided).
AnmerkungenNational Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site: http://ncde.appstate.edu/publications
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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