Differentiated Instruction in a Calculus Curriculum for College Students in Taiwan

Autor/inn/en	Chen, Jing-Hua; Chen, Yi-Chou
Titel	Differentiated Instruction in a Calculus Curriculum for College Students in Taiwan
Quelle	In: Journal of Education and Learning, 7 (2018) 1, S.88-95 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Individualized Instruction; Mathematics Instruction; College Mathematics; Calculus; College Freshmen; Experimental Groups; Control Groups; Quasiexperimental Design; Conventional Instruction; Comparative Analysis; Mathematics Achievement; Pretests Posttests; Questionnaires; Student Attitudes; Student Interests; Student Motivation; Teacher Role; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Individualisierender Unterricht; Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Studienanfänger; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fragebogen; Schülerverhalten; Studieninteresse; Schulische Motivation; Lehrerrolle; Statistische Analyse
Abstract	Objectives: To explore differentiated instruction within a calculus curriculum. For college students to learn concentration, motivation and the impact of academic achievement; explore the attitudes and ideas of students on differentiated instruction within a calculus curriculum; build up the diversity of mathematics education within varied educational settings. Participants: Sample data were collected from freshman students of the Army Academy: total sample = 60, experimental and control group each had 30. Methods: Quasi-experimental design. Study tested whether differentiated instruction would enhance calculus instruction, compared with a traditional teaching method. Results: As hypothesized, results showed a significant difference in calculus achievement between experimental and control groups. Conclusions: Results supported the effectiveness of differentiated instruction on calculus curriculum. Finally, depending on the research results, the researcher provided practical suggestions for the educational research. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01