Literaturnachweis - Detailanzeige
| Autor/inn/en | Deshler, Jessica; Fuller, Edgar |
|---|---|
| Titel | The Effects of Migration to a Blended Self-Paced Format for a Remedial Pre-College Algebra Mathematics Course |
| Quelle | In: Journal of Computers in Mathematics and Science Teaching, 35 (2016) 2, S.113-129 (17 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0731-9258 |
| Schlagwörter | College Mathematics; Mathematics Instruction; Mathematics Curriculum; Algebra; Academic Achievement; Mathematical Concepts; Computer Assisted Instruction; Workshops; Higher Education; College Students; Calculus; West Virginia |
| Abstract | 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 (if unable to test into college mathematics) to enroll in College Algebra. The course was originally delivered as a traditional lecture and was later migrated to a self-paced hybrid format and has been recently redesigned. In this paper we describe three structures of the course over a six and a half-year period and present student success data. We look not only at how students perform in the Pre-College Algebra Workshop but also in their subsequent mathematics courses after having completed the different versions of the Pre-College Algebra Workshop in which they were enrolled to determine the efficacy of programmatic changes. (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 | 2020/1/01 |
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