Assessing a Mathematical Inquiry Course: Do Students Gain an Appreciation for Mathematics?

Autor/inn/en	Ward, Barbara B.; Campbell, Stephen R.; Goodloe, Mary R.; Miller, Andrew J.; Kleja, Kacie M.; Kombe, Eninka M.; Torres, Renee E.
Titel	Assessing a Mathematical Inquiry Course: Do Students Gain an Appreciation for Mathematics?
Quelle	In: PRIMUS, 20 (2010) 3, S.183-203 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
Schlagwörter	General Education; Program Effectiveness; Calculus; Required Courses; College Mathematics; Grades (Scholastic); Student Attitudes; College Students; Achievement Gains; Mathematics Achievement; Scores; Attitude Change; Relevance (Education); Mathematical Concepts + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Pflichtkurs; Notenspiegel; Schülerverhalten; Collegestudent; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Attitudinal change; Einstellungsänderung; Relevance; Relevanz
Abstract	This study evaluates changes in students' performance and appreciation for mathematics as the result of taking a required general education course designed for calculus-ready students. The purpose of the study is to determine whether the goals of this rigorous general education course are being met. Changes in students' performance are measured by comparing grades on a pre-course and a post-course test. Changes in students' appreciation of mathematics are measured by scores on a pre-course and post-course survey, including open-ended questions concerning beliefs about mathematics. The study reveals a significant increase in grades on the post-course test, indicating gains in students' performance. It also reveals a significant increase in scores concerning creativeness, indicating a greater appreciation for the creativity involved in doing mathematics. The study reveals a significant decrease in scores on questions concerning attitudes, indicating a decrease in students' feelings about mathematics as it relates to them personally. The open-ended responses show an increase in students' appreciation for proofs and for the role of mathematics in the world. This report concludes with a discussion of some of the perceived benefits and challenges of including a rigorous, non-calculus mathematics course in the general education requirements for calculus-ready students. (Contains 6 tables, 4 figures and 5 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10