Closing the Math Achievement Gap: Institutions Find Success with MyMathLab

Autor/in	Stewart, Pearl
Titel	Closing the Math Achievement Gap: Institutions Find Success with MyMathLab
Quelle	In: Diverse: Issues in Higher Education, 29 (2012) 3, S.12-13 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5411
Schlagwörter	Blended Learning; Achievement Gap; Mathematics Achievement; Program Effectiveness; Calculus; White Students; African American Students; Racial Differences; Dropout Rate; Teaching Methods; Educational Technology; College Mathematics + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien
Abstract	Institutions find success with Pearson Education's MyMathLab. The Department of Mathematical Sciences at the University of Memphis (UM) reported a narrowing of the achievement gap between Black and White students. According to the study conducted by UM professors and titled "The Effectiveness of Blended Instruction in Postsecondary General Education Mathematics Courses," which compared student performance before and after the program was initiated, racial withdrawal rate disparities decreased with the use of Memphis Mathematical Model (MMM), the university's MyMathLab-enabled program. In traditional elementary calculus, 22.4 percent of Black students dropped out compared with 15.4 percent of White students; in the MMM calculus courses, 6.8 percent of Blacks withdrew compared with 9 percent of Whites. The study further found that overall performance disparities between Black and White students were reduced in MMM-taught classes. Similar results have been reported at other institutions. Data from the University of Alabama shows a higher rate of increase in student performance where the cohort was African-American vs. Caucasian. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10