The Reasons and Ways to Implement Service-Learning in a Precalculus Class

Autor/in	Yurasovskaya, Ekaterina
Titel	The Reasons and Ways to Implement Service-Learning in a Precalculus Class
Quelle	In: PRIMUS, 31 (2021) 1, S.56-69 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2019.1629554
Schlagwörter	Service Learning; Teaching Methods; Mathematics Instruction; Social Justice; College Students; Tutoring; Algebra; Knowledge Level; Student Attitudes; Attitude Change; Problem Solving; Middle School Students; Program Effectiveness; Washington (Seattle) + Suchen Sie Ihr Suchwort? Service-Learning; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Soziale Gerechtigkeit; Collegestudent; Förderkonzept; Nachhilfeunterricht; Wissensbasis; Schülerverhalten; Attitudinal change; Einstellungsänderung; Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Service-learning provides a versatile pedagogical platform that can improve the academic performance of participating students and open space for a discussion of issues of social justice within a mathematics classroom. We describe our Precalculus course with a service-learning component, in which university students regularly tutor algebra prerequisites to students in the community. We provide interested readers with an insight into our instructor experience, thus helping them bring service-learning to a traditional mathematics course. We quantify the resulting gains in the content knowledge of student-tutors and a potential shift in their beliefs about mathematical problem solving. Reflective diaries provide a view of students' mathematical and personal growth. We hope that these manifest benefits may encourage mathematics departments to implement service-learning as part of their academic curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01