eric.ed.gov har udgivet: Drawn from surveys completed by 122 students enrolled in developmental math at four community colleges and from seven student focus groups with a total of 34 developmental math students at those same colleges, this research brief illuminates student experiences with and perspectives on the math assessment and placement process. Findings suggest that many students who go on to enroll in developmental math are unlikely to prepare for the math placement exam, although most students know ahead of time that they are required to take the exam and many colleges make test preparation materials available. Lack of preparation may undermine students’ exam performance and negatively affect the accuracy of their placement. We identify four interconnected reasons why students tend to not prepare for the exam: (1) misperceptions about… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Double-dosing in math expands the time for students to learn by having them enroll in two (or occasionally more) math courses during the regular school day. Although the practice can take different forms and be used at different grade levels (Chait, Muller, Goldware, & Housman, 2007; Nomi & Allensworth, 2009), most research on double-dosing in math has focused on students who need preparation to make the transition to Algebra I or similar rigorous high school math courses–typically, grade 8 or grade 9 students. This study aims to provide a more complete picture of the prevalence of double-dosing in math in North Carolina in 2011/12, the most recent year that data were available. It also reports on the use of double-dosing for remediation, maintenance, and enrichment; compares schools… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Higher education institutions have taken to redesigning high-enrollment, introductory courses to improve student learning outcomes, student success, and degree completion. This paper presents findings from the assessment of course redesign by focusing on the case of developmental math at a large community college. The college adopted modularization, a common course redesign method in which concepts are disaggregated into modules and delivered through computer software. Preliminary results from the quantitative analysis of student performance in redesigned courses have been mixed. The study discusses faculty and student views and experiences with modular math redesign in order to complement and help illuminate the results from the quantitative analysis. Using evidence from five focus groups, one with faculty and four with students, the paper provides insights on how to help faculty… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Increasingly, state departments of education, school districts, and high schools are recognizing that many students graduate from high school underprepared for college-level coursework in mathematics. Many are referred to remedial education when they arrive at college. To help students become better prepared for college and avoid remedial courses upon college entry, states and localities have begun to offer high school transition curricula to targeted students. These courses, learning modules, and online tutorials are developed by secondary and postsecondary faculty and offered to high school students at risk of being placed into remedial math in college. Drawing on data from several sources, including interviews from persons involved in the development of transition curricula in 11 states, this brief describes the design, implementation, and effectiveness of math transition curricula… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The New England Board of Higher Education (NEBHE), with support from Lumina Foundation, investigated whether the use of Khan Academy could increase community college student success in developmental math coursework, support embedded math content in technical courses, and prepare students to take or retake college placement tests. Khan Academy, an Open Educational Resource (OER), is a nonprofit organization that provides free online educational resources such as practice exercises, instructional videos and a personalized learning dashboard that empowers learners to study at their own pace in and out of the classroom. Pilot community colleges used Khan Academy’s math content as a supplement in various developmental education delivery models, including flipped, blended, self-paced, modular and traditional developmental education classrooms, as well as in some career and technical courses. A… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: To address the problem of low achieving math students, a cross-age math tutoring intervention paired middle school tutors with kindergarten and first grade students with low math skills. This instrumental group case study explored the effects of the intervention on the math skills of the students through teacher interviews and the testing program of “Aimsweb Plus” (Pearson, 2017) before and after the tutoring intervention. Most of the teachers of the tutees reported measurable math gains possibly from the tutoring and most of the teachers observed improved attitude towards math work for the young tutees. Most teachers of the tutors did not report any measurable math gain from tutoring young students. All the teachers of the tutors recommended the cross-age tutoring experience as the middle school students seemed… Continue Reading →
Like this:
Like Loading...
Læst 22 gange