Early Integration of Tutorial Support in Beginning Algebra

Autor/inn/en	Copus, Colleen; McKinney, Betsy
Titel	Early Integration of Tutorial Support in Beginning Algebra
Quelle	In: Journal of Developmental Education, 40 (2016) 1, S.32-34 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-3907
Schlagwörter	Algebra; Mathematics Instruction; Arithmetic; Mathematics Skills; Grades (Scholastic); Low Achievement; Mathematics Achievement; Intervention; Skill Development; Student Surveys; Control Groups; Experimental Groups; Program Effectiveness; Tutoring; Developmental Studies Programs; Worksheets; Two Year College Students; Michigan + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Notenspiegel; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathematical ability; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerbefragung; Förderkonzept; Nachhilfeunterricht; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium
Abstract	Anecdotal observations reveal that most students with strong arithmetic skills will succeed in the Beginning Algebra course even if they have no previous experience with algebra. In trying to quantify this with an initial teacher-created survey of arithmetic skills, it was observed, for three consecutive semesters, that students who scored in the upper 60% usually passed the class with acceptable grades, whereas students in the lower 40% did not. This article describes a project to address existing gaps in student mathematical knowledge for the lowest scoring students, thus increasing the likelihood of successful completion of their first mathematics course, as well as persistence to further classes. The purpose of this project was to determine if early intervention in a Beginning Algebra class leads to greater student success. (ERIC).
Anmerkungen	National 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 von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01