Active Learning Strategies with Positive Effects on Students' Achievements in Undergraduate Mathematics Education

Autor/inn/en	Lugosi, Elizabeth; Uribe, Guillermo
Titel	Active Learning Strategies with Positive Effects on Students' Achievements in Undergraduate Mathematics Education
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 2, S.403-424 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lugosi, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1773555
Schlagwörter	Undergraduate Students; College Mathematics; Mathematics Instruction; Active Learning; Teaching Methods; Mathematics Achievement; Algebra; Calculus; Correlation; Interaction; Cooperative Learning; Public Speaking; Student Interests; Inquiry; Experiments; Mathematical Concepts; Concept Formation; Student Motivation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Korrelation; Interaktion; Kooperatives Lernen; Vortrag; Studieninteresse; Erprobung; Concept learning; Begriffsbildung; Schulische Motivation
Abstract	The paper describes active learning strategies used in undergraduate college algebra and business calculus courses. There are a variety of active learning strategies described in the literature. We wanted to implement a few that together, satisfy the key characteristics of active learning strategies. The active learning strategies described in this paper are, interactive presentation style, group-work with discussion and feedback, volunteer presentations of solutions by groups, raise students' learning interest towards specific topics, involve students in mathematical explorations, experiments, and projects, and last but not least, continuous motivation and engagement of students. We analyse the relationship between the average results of 27 college algebra and business calculus sections and the effects of the level of use of these active learning strategies. We demonstrate that the application of these strategies has a positive effect on the average results of the sections and the passing rates of the students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01