Taking Math Students from "Blah" to "Aha": What Can We Do?

Autor/in	Kalajdzievska, Darja
Titel	Taking Math Students from "Blah" to "Aha": What Can We Do?
Quelle	In: PRIMUS, 24 (2014) 5, S.375-391 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2014.893937
Schlagwörter	Leitfaden; Unterricht; Lehrer; Mathematics Instruction; College Mathematics; Undergraduate Study; Student Motivation; Teaching Methods; Evaluation Methods; Student Evaluation; Foreign Countries; Student Attitudes; Feedback (Response); Creativity; Mathematics Tests; Calculus; Student Participation; Test Construction; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Grundstudium; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Ausland; Schülerverhalten; Kreativität; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testaufbau; Kanada
Abstract	In many post-secondary, introductory mathematics courses failure and withdrawal rates are reaching as high as 50% and average GPA is steadily decreasing. This is a problem that has been witnessed across the globe. With widespread reforms taking place in K-12 mathematics education, many innovative teaching strategies have been created, implemented, and analyzed in an attempt to increase the conceptual knowledge of mathematics students at all levels. However, most of these strategies are not appropriate for large, lecture-style classrooms as are usually seen in large universities. This paper outlines some teaching and assessment strategies that have been modified to accommodate the needs and restrictions of such classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10