Literaturnachweis - Detailanzeige
Autor/in | McCune, Lori |
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Titel | Blogging and Self-Graded Homework in Contemporary Problem Solving |
Quelle | In: PRIMUS, 29 (2019) 2, S.138-154 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1051-1970 |
DOI | 10.1080/10511970.2018.1443533 |
Schlagwörter | Student Journals; Electronic Journals; Student Evaluation; Self Evaluation (Individuals); Homework; Problem Solving; Mathematics Instruction; College Mathematics; College Students; Teaching Methods; Writing Assignments; Outcomes of Education |
Abstract | In the age of the internet, it is increasingly difficult to write homework assignments in a way that encourages students to struggle with a problem on their own without seeking answers from other sources. This is especially true in lower-level courses, where students often start with the attitude of "I can't do this." In this article, I describe some techniques I use to encourage students to solve problems on their own and to look for applications of mathematics in the world around them. In particular, I will describe two homework techniques that I apply in my contemporary mathematics course aimed at non-STEM majors: self-graded homework and blogging. These techniques provide two different opportunities for students to manifest their understanding in a low-pressure environment that encourages student success. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |