Are Universities Providing Non-STEM Students the Mathematics Preparation Required by Their Programs?: A Case Study of A Quantitative Literacy Pathway and Vertical Alignment from Remediation to Degree Completion

Autor/in	Allen, Charles
Titel	Are Universities Providing Non-STEM Students the Mathematics Preparation Required by Their Programs?: A Case Study of A Quantitative Literacy Pathway and Vertical Alignment from Remediation to Degree Completion
Quelle	(2017), (173 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Nevada, Las Vegas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-1254-6
Schlagwörter	Hochschulschrift; Dissertation; College Mathematics; Case Studies; Numeracy; Remedial Mathematics; Course Content; Algebra; Prerequisites; Comparative Analysis; Mathematics Curriculum; Educational Attainment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Rechenkompetenz; Kursprogramm; Voraussetzung; Bildungsabschluss; Bildungsgut
Abstract	Informed by Gagne's belief in the necessity of prerequisite knowledge for new learning, and Bruner's Spiral Curriculum Theory, the objective of this case study was to explore the postsecondary pathway from remedial mathematics, through one gateway mathematics course, and into the quantitative literacy requirements of various non-STEM programs of study. Particular attention was directed towards analyses of the vertical alignment of course content between: (1) the two consecutive remedial mathematics courses (Beginning Algebra and Intermediate Algebra), (2) the two remedial courses and the gateway course (Fundamentals of College Mathematics), and (3) the gateway course and the quantitative literacy needs of the higher-level coursework in the programs of study. A thorough examination of artifacts and feedback from participants were employed to determine the contents of and prerequisite skills for the mathematics courses. Survey results and extant literature were analyzed to determine the quantitative literacy requirements for later coursework within non-STEM programs of study. Comparison matrices were then utilized to explore the extent of vertical alignment by analyzing overlaps in content from course to course, and by matching prerequisites to course contents throughout the pathway. Evidence of gaps in vertical alignment was discovered, leading to recommendations for changes in course content necessary to fill those gaps. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01