Academic literature on the topic 'First-year calculus education'
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Journal articles on the topic "First-year calculus education"
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Olson, David A. "FIRST-YEAR STUDENTS LOVE CALCULUS PROOFS." PRIMUS 7, no. 2 (January 1997): 123–28. http://dx.doi.org/10.1080/10511979708965853.
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Winkel, Brian J. "First year calculus students as in‐class consultants." International Journal of Mathematical Education in Science and Technology 21, no. 3 (May 1990): 363–68. http://dx.doi.org/10.1080/0020739900210302.
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Fausett, Laurene V., and Cecilia Knoll. "EFFECTIVE USE OF TEACHING ASSISTANTS IN FIRST YEAR CALCULUS." PRIMUS 1, no. 4 (January 1991): 407–14. http://dx.doi.org/10.1080/10511979108965639.
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Moreno, Susan E., and Chandra Muller. "Success and Diversity: The Transition through First-Year Calculus in the University." American Journal of Education 108, no. 1 (November 1999): 30–57. http://dx.doi.org/10.1086/444231.
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Ferrini-Mundy, Joan, and Marie Gaudard. "Secondary School Calculus: Preparation or Pitfall in the Study of College Calculus?" Journal for Research in Mathematics Education 23, no. 1 (January 1992): 56–71. http://dx.doi.org/10.5951/jresematheduc.23.1.0056.
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This study investigated the effects of various levels of secondary school calculus experience on performance in first-year college calculus, with focus on student performance on conceptual and procedural exam items. Analysis of covariance, with mathematics SAT score as a covariate, was employed to explore differences among four groups of students. Students who had a year of secondary school calculus, advanced placement or otherwise, differed significantly in performance from students who had either no calculus or a brief introduction to calculus prior to college. A brief secondary school introduction to calculus, in comparison with no secondary school calculus, provided an initial advantage in the college course. This slight advantage reappeared on the final exam and on the procedural subscale of the final exam. Students who had studied a full year of secondary school calculus performed significantly better than other groups throughout the first-semester course. The advantage was revealed more strongly in procedural than in conceptual items. There were no significant differences among the four groups of students on outcome measures in the second-semester course. Students with more secondary school calculus background were more likely to continue into the second semester of college calculus.
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Heiny, Robert L., Erik L. Heiny, and Karen Raymond. "Placement Model for First-Time Freshmen in Calculus I (Math 131): University of Northern Colorado." Journal of College Student Retention: Research, Theory & Practice 19, no. 3 (November 26, 2015): 270–83. http://dx.doi.org/10.1177/1521025115618491.
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Two approaches, Linear Discriminant Analysis, and Logistic Regression are used and compared to predict success or failure for first-time freshmen in the first calculus course at a medium-sized public, 4-year institution prior to Fall registration. The predictor variables are high school GPA, the number, and GPA’s of college prep mathematics courses taken in grades 9 to 12, ACT math scores, and the score on a calculus readiness test. First-time freshmen who are predicted to fail are advised to take a precalculus course prior to attempting the first calculus course. Using a prediction model for 2012 based on data from 2010 and 2011, 73.9% of students were classified correctly as either passing or failing Calculus I. Of students predicted to fail, 77% did in fact fail which was almost three times as high as the failure rate for students predicted to pass. The study also found that both precollege achievement factors, (specifically high school math GPA), and a placement test (the calculus readiness test) were significant predictors of success in Calculus I.
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Turner, Peter R. "A Predictor-Corrector Process with Refinement for First-Year Calculus Transition Support." PRIMUS 18, no. 4 (July 18, 2008): 370–93. http://dx.doi.org/10.1080/10511970601131639.
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Maher, Richard J. "REFORM IN THE FIRST YEAR CALCULUS SEQUENCE FOR MATHEMATICS AND SCIENCE MAJORS: AN ELEVEN YEAR STUDY." PRIMUS 10, no. 3 (January 2000): 267–72. http://dx.doi.org/10.1080/10511970008965965.
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Kannemeyer, Larry. "Reference framework for describing and assessing students’ understanding in first year calculus." International Journal of Mathematical Education in Science and Technology 36, no. 2-3 (March 15, 2005): 269–85. http://dx.doi.org/10.1080/0020739041233137004.
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Fayowski, V., and P. D. MacMillan. "An evaluation of the Supplemental Instruction programme in a first year calculus course." International Journal of Mathematical Education in Science and Technology 39, no. 7 (October 15, 2008): 843–55. http://dx.doi.org/10.1080/00207390802054433.
Full textDissertations / Theses on the topic "First-year calculus education"
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Lee, Robert Eugene. "A statistical analysis of finding the best predictor of success in first year calculus at the University of British Columbia." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26430.
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In this thesis we focus on high school students who graduated from a B.C. high school in 1985 and then proceeded directly to the University of British Columbia (UBC) and registering in a first year calculus course in the 1985 fall term. From this data, we want to determine the best predictor of success
(the high school assigned grade for Algebra 12, or the provincial grade for Algebra 12, or the average of the high school and the provincial grade for Algebra 12) in first year calculus at UBC. We first analyze the data using simple descriptive statistics and continuous methods such as regression
and analysis of variance techniques. In subsequent chapters, the categorical
approach is taken and we use scaling techniques as well as loglinear models. Finally, we summarize our analysis and give conclusions in the final chapter.Science, Faculty of
Statistics, Department of
Graduate
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Fox, Thomas B. Rich Beverly Susan. "Teacher change during the first-year implementation of a reform calculus curriculum in a small, rural high school a case study /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804931.
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Thesis (Ph. D.)--Illinois State University, 1997.Title from title page screen, viewed June 12, 2006. Dissertation Committee: Beverly S. Rich (chair), Roger Day, John Dossey, George Padavil, Michael Plantholt. Includes bibliographical references (leaves 318-324) and abstract. Also available in print.
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Clement, Gordon. "TECHNOLOGY IN MATHEMATICS EDUCATION: IMPLEMENTATION AND ASSESSMENT." Thesis, 2011. http://hdl.handle.net/10214/2833.
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The use of technology has become increasingly popular in mathematics education. Instructors have implemented technology into classroom lessons, as well as various applications outside of the classroom. This thesis outlines technology developed for use in a first-year calculus classroom and investigates the relationship between the use of weekly formative online Maple T.A. quizzes and student performance on the
final exam. The data analysis of the online quizzes focuses on two years of a five-year study. Linear regression techniques are employed to investigate the relationship between final exam grades and both how a student interacts with and performs on the online quizzes. A set of interactive class notes and a library of computer demonstrations designed to be used in and out of a calculus classroom are presented. The demonstrations are coded in Maple and designed to give geometric understanding to challenging calculus concepts.
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Connors, Mary Ann Corbo. "An analysis of student achievement and attitudes by gender in computer-integrated and non-computer-integrated first year college mainstream calculus courses." 1995. https://scholarworks.umass.edu/dissertations/AAI9524690.
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This study investigates relationships between gender and achievement as well as gender and attitudes in a computer-integrated first year college mainstream calculus course in comparison with a similar non-computer-integrated course. The investigator analyzed data from pilot and experimental studies conducted at the University of Connecticut at Storrs in 1989-1993 and 1993-1994, respectively, in order to compare the calculus courses with respect to student achievement and attitudes with a focus on gender. Both quantitative and qualitative methods were employed. Quantitative research instruments included common final examination scores and an attitude questionnaire; data were analyzed by ANOVA/ANCOVA and Chi-Square. Students were also interviewed to gain insights into their attitudes about their calculus course experience. The samples sizes of the experimental and control groups, respectively, were as follows for each analysis: common final examination score, Fall 1989 (25, 19), Spring 1990 (30, 26), Fall 1993 (102, 107), Spring 1994 (46, 84); the 1989-1993 study of number of subsequent courses (for which calculus is a prerequisite) and achievement in those courses, (54, 42); the 1993-1994 attitude survey, (93, 70); and interviews, (21, 19). Results of the achievement study indicated that students in the computer-integrated course performed significantly better on the common final exam in Fall 1993 and suggested that female students in the computer-integrated calculus course benefited more than any other subgroup. In the 1989-1993 pilot study, there was a significantly higher mean number of subsequent courses taken by male students than by female students; however, female students' mean average grades in subsequent courses were significantly higher than mean average grades of male students. The results of the attitude survey and interviews indicated that the students in the experimental group tended to use calculators and computers more often for solving problems. Furthermore, the study revealed that the majority of respondents enjoy solving mathematics problems and believe that: calculus is useful and can be applied to real world problems; there is more than one way to solve a problem; and gender does not affect a person's potential to be a scientist or an engineer. Overall, results of the investigation suggest that a computer-integrated calculus course is effective in the teaching of calculus. Recommendations and suggestions for future research are offered.
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Jojo, Zingiswa Mybert Monica. "An APOS exploration of conceptual understanding of the chain rule in calculus by first year engineering students." Thesis, 2011. http://hdl.handle.net/10413/6369.
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The main issue in this study is how students conceptualise mathematical learning in the context of calculus with specific reference to the chain rule. The study focuses on how students use the chain rule in finding derivatives of composite functions (including trigonometric ones). The study was based on the APOS (Action-Process-Objects-Schema) approach in exploring conceptual understanding displayed by first year University of Technology students in learning the chain rule in calculus.
The study consisted of two phases, both using a qualitative approach. Phase 1 was the pilot study which involved collection of data via questionnaires which were administered to 23 previous semester students of known ability, willing to participate in the study. The questionnaire was then administered to 30 volunteering first year students in Phase 2. A structured way to describe an individual student's understanding of the chain rule was developed and applied to analyzing the evolution of that understanding for each of the 30 first year students. Various methods of data collection were used namely: (1) classroom observations, (2) open-ended questionnaire, (3) semi-structured and unstructured interviews, (4) video-recordings, and (5) written class work, tests and exercises.
The research done indicates that it is essential for instructional design to accommodate multiple ways of function representation to enable students to make connections and have a deeper understanding of the concept of the chain rule. Learning activities should include tasks that demand all three techniques, Straight form technique, Link form technique and Leibniz form technique, to cater for the variation in learner preferences. It is believed that the APOS paradigm using selected activities brought the students to the point of being better able to understand the chain rule and informed the teaching strategies for this concept.
In this way, it is believed that this conceptualization will enable the formulation of schema of the chain rule which can be applied to a wider range of contexts in calculus. There is a need to establish a conceptual basis that allows construction of a schema of the chain rule. The understanding of the concept with skills can then be augmented by instructional design based on the modified genetic decomposition. This will then subject students to a better understanding of the chain rule and hence more of calculus and its applications.Thesis (Ph.D.)-University of KwaZulu-Natal, Edgewood, 2011.
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Bekele, Asnake Muluye. "Investigating the influence of pre-calculus mathematics refreshment module to first year engineering students in an Ethiopian university." Thesis, 2019. http://hdl.handle.net/10500/25761.
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The quality of mathematics knowledge attained by students entering university in Science, Technology, Engineering and Mathematics (STEM) fields has been decreasing. There is a need to enhance students’ mathematical knowledge in order to maintain the standards of STEM curriculum at university. The rationale of this study was to investigate the influence of Pre-Calculus Mathematics Refreshment module taught using Meta-cognitive skills and Co-operative Learning (MCL), or Co-operative Learning (CL) only, or Traditional lecture (T) intervention method to First Year pre-engineering Students on their Applied Calculus 1 in an Ethiopian university. The study further investigated the influence of Pre-Calculus Mathematics Refreshment module for MCL, or CL, or T intervention method on male and female students’ achievement. The refreshment module and Applied Calculus 1 scores were measured through posttest and normal class room score of Applied Calculus 1 result. The dependent variables were student achievement in pre-calculus refreshment Module and Applied Calculus 1. Out of 29 universities in Ethiopia only four were selected to participate in this study. Population of this study was all pre-engineering first year students in those universities in 2016/2017. The sample consisted of 200 pre-engineering university students who studied in four of Ethiopian universities and one class was randomly selected by lottery method from existing pre-engineering classes in each university. Two experimental groups which were taught MCL and the other CL intervention method and two of them were control groups upon whom the control novice with traditional lecture method and control without intervention was applied. In each group 50 students of 25 males and 25 females were purposely selected from sampled class. A pre-calculus mathematics Pre-test was administered first, where the average scores of all students Pre-test result was below 33%. Then, first MCL and CL intervention methods were discussed and exercised for one week before implementing the study. For the study, selected pre-calculus mathematics topics was taught in all classrooms for 32 periods i.e. 50min x32= 26.7hrs at the beginning of the first semester parallel with Applied Calculus 1 for the academic year 2016 / 2017.
The statistical tools used under this procedure include descriptive statistics percentage, mean and standard deviation and inferential statistics, T-test, and one-way analysis of variance (one-way ANOVA). The results show statistically significant differences (Sig 0.00) at the significance level (0.05) between students that learnt pre-calculus refreshment module and control group which did not. Among the students those learned pre-calculus refreshment module through MCL, CL and T method students in the MCL and CL groups’ posttest scores significantly different from T group in pre-calculus results both with Sig of 0.00. But there was no significant difference between MCL & CL groups were Sig is 0.97. Additionally, the female students in the MCL group was not significant different from CL and T group, on an impact of refreshment module, in Applied Calculus 1 mathematics where Sig is 0.994 and 0.237 respectively, and CL female group scores significantly different from T group in Applied Calculus 1 results with Sig 0.042. The male students in the MCL and CL groups were significantly different from T group in Applied Calculus 1with Sig of 0.07 and 0.012 respectively. Also, there was a positive correlation between Pre-Calculus refreshment module and Applied Calculus 1 with correlation coefficient of 0.835. Lastly, the result of pre-calculus mathematics posttest scores with the female students in MCL relatively increased than male students, than in CL and T groups, which indicated that MCL benefit more female students than male students. The differences were more in favor of pre-calculus mathematics refreshment with MCL intervention method. To improve success in engineering participation of all students, recommended that a pre-calculus module should be offered by all universities for first year engineering students, structured co-operative learning with purpose has significant gains for effective instruction, and to increase the success rate of female students this study has proven that they are trainable and therefore, meta-cognition skills have to be nurtured for female students.Mathematics Education
D. Phil (Mathematics Education in Science and Technology)
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Habineza, Faustin. "Developing first-year mathematics student teachers' understanding of the concepts of the definite and the indefinite integrals and their link through the fundamental theorem of calculus : an action research project in Rwanda." Thesis, 2010. http://hdl.handle.net/10413/6428.
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This thesis describes an Action Research project within the researcher's practice as a teacher educator in Rwanda. A teaching style informed by the Theory of Didactical Situations in Mathematics (Artigue, 1994; Brousseau, 1997; 2004; Douady, 1991) and by the Zone of Proximal Development (Gallimore & Tharp, 1990; Meira & Lerman, 2001; Rowlands, 2003; Vygotsky, 1978) was conducted with first-year mathematics student teachers in Rwanda. The aim of the teaching model was to develop the student teachers' understanding of the concepts of the definite and the indefinite integrals and their link through the fundamental theorem of calculus.
The findings of the analysis answer the research questions, on the one hand, of what concept images (Tall & Vinner, 1981; Vinner & Dreyfus, 1989) of the underlying concepts of integrals student teachers exhibit, and how the student teachers‟ concept images evolved during the teaching. On the other hand, the findings answer the research questions of what didactical situations are likely to further student teachers' understanding of the definite and the indefinite integrals and their link through the fundamental theorem of calculus; and finally they answer the question of what learning activities student teachers engage in when dealing with integrals and under what circumstances understanding is furthered.
An analysis of student teachers' responses expressed during semi-structured interviews organised at three different points of time - before, during, and after the teaching - shows that the student teachers' evoked concept images evolved significantly from pseudo-objects of the definite and the indefinite integrals to include almost all the underlying concept layers of the definite integral, namely, the partition, the product, the sum, and the limit of a sum, especially in the symbolical representation. However, only a limited evolution of the student teachers' understanding of the fundamental theorem of calculus was demonstrated after completion of the teaching.
With regard to the teaching methods, after analysis of the video recordings of the lessons, I identified nine main didactical episodes which occurred during the teaching. Interactions during these episodes contributed to the development of the student teachers' understanding of the concepts of the definite and the indefinite integrals and their link through the fundamental theorem of calculus. During these interactions, the student teachers were engaged in various cognitive processes which were purposefully framed by functions of communication, mainly the referential function, the expressive function, and the cognative function. In these forms of communication, the cognative function in which I asked questions and instructed the students to participate in interaction was predominant. The student teachers also reacted by using mainly the expressive and the referential functions to indicate what knowledge they were producing. In these exchanges between the teacher and the student teachers and among the student teachers themselves, two didactical episodes in which two student teachers overtly expressed their understanding have been observed. The analysis of these didactical episodes shows that the first student teacher's understanding has been triggered by a question that I addressed to the student after a long trial and error of searching for a mistake, whereas the second student's understanding was activated by an indicative answer given by another student to the question of the student who expressed the understanding. In the former case, the student exhibited what he had understood while in the latter case the student did not. This suggests that during interactions between a teacher and a student, asking questions further the student's understanding more than providing him or her with the information to be learnt.
Finally, during this study, I gained the awareness that the teacher in a mathematics classroom has to have various decisional, organisational and managerial skills and adapt them to the circumstances that emerge during classroom activities and according to the evolution of the knowledge being learned. Also, the study showed me that in most of the time the student teachers were at the center of the activities which I organised in the classroom. Therefore, the teaching methods that I used during my teaching can assist in the process of changing from a teacher-centred style of teaching towards a student-centred style.
This study contributed to the field of mathematics education by providing a mathematical framework which can be used by other researchers to analyse students' understanding of integrals. This study also contributed in providing a model of teaching integrals and of researching a mathematics (integrals) classroom which indicates episodes in which understanding may occur. This study finally contributed to my professional development as a teacher educator and a researcher. I practiced the theory of didactical situation in mathematics. I experienced the implementation of some of its concepts such as the devolution, the a didactical situation, the institutionalization, and the didactical contract and how this can be broken by students (the case of Edmond). In this case of Edmond, I realised that my listening to students needs to be improved. As a researcher, I learnt a lot about theoretical frameworks, paradigms of study and analysis and interpretation of data. The theory of didactical situations in mathematics, the action research cyclical spiral, and the revised Bloom‟s Taxonomy will remain at my hand reach during my mathematics teacher educator career. However, there is still a need to improve in the analysis of data especially from the students' standpoint; that is, the analysis of the learning aspect needs to be more practiced and improved.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.
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Yimer, Sirak Tsegaye. "Jigsaw co-operative learning strategy integrated with Geogebra : a tool for content knowledge development of intermediate Calculus for first year undergraduate learners of two public universities in Ethiopia." Thesis, 2019. http://hdl.handle.net/10500/26355.
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Intermediate calculus bridges secondary school and advanced university mathematics courses. Most mathematics education research literatures indicated that the conceptual knowledge in intermediate calculus has challenged first year undergraduate mathematics and science learners to a great extent through the lecture method. The content knowledge attained by them has been tremendously decreasing. Negative attitude exhibited by students toward calculus was highly influenced by the lecture method used. Generally, students have not looked at the learning of all mathematics courses offered in universities as normal as other courses. Due to this lack of background conceptual knowledge in learners, they have been highly frustrated by the learning of advanced mathematics courses. Taking the understanding of teaching and learning challenge of conceptual knowledge of calculus into consideration, Ethiopian public universities have been encouraging instructors to devise and implement active learning methods through any professional development training opportunity. The training was aimed to enhance learners’ content knowledge and attitude towards calculus. This is one of the main reasons for the motivation of this study that experimental group learners were allowed to be nurtured by the lecture method in their mainstream class, and then also the active learning intervention method integrated with GeoGebra in the mathematics laboratory class. Only conventional lecture method was used to teach the comparison group in both the mainstream and mathematics laboratory class. The purpose of the study was to explore the Gambari and Yusuf (2016) stimulus of the jigsaw co-operative learning method combined with GeoGebra (JCLGS) on statistics and chemistry learners’ content knowledge improvement and change of their attitude towards calculus. The post-positivism mixed methods tactic was used in a non-equivalent pre- and post-test comparison group quasi-experimental design. The population of the study was the whole freshman mathematics and science degree program learners of two public universities in Ethiopia in 2017. Samples of the size 150 in both the experimental and comparison groups were drawn utilizing two-stage random sampling technique. A questionnaire using a Likert-scale on attitudes and an achievement test were sources used for data collection. Data analysis employed descriptive statistics conducting an independent samples t-test and a Two Way ANOVA for repeated measures using SPSS23. Each of the findings on content knowledge, conceptual knowledge, and procedural knowledge development produced through the TWO-Way ANOVA, respectively as F(1,148)=80.917; 𝜂2=.353; p<.01, F(1,148)=106.913; 𝜂2=.419; p<.01, and F(1,148)=7.328; 𝜂2=.047; p<.01, revealed a statistically significant difference between the treatment and comparison groups from pre-test to post-test. These findings show that the experimental group participants were highly beneficial in developing their content knowledge and conceptual knowledge through the active learning approach and technology-based learning strategy using Vygotsky’s socio-cultural learning theory. The JCLGS learning environment representing Vygotsky’s socio-cultural learning theory modestly influenced the procedural knowledge learning of the experimental group learners’. Although the lecture method affected the comparison group students’ knowledge development in calculus during the academic semester, the impact was not comparable to that of the active learning approach and technology-based learning strategy. The major reason for this was the attention and care given to the active
learning intervention integrated with GeoGebra by the researcher, data collectors, and research participants. Overall findings showed that the active learning intervention allowed the experimental group students to considerably enhance their conceptual knowledge and content knowledge in calculus. Learners also positively changed their opinion towards calculus and GeoGebra. The intervention was a group interactive environment that allowed students’ to be reflective, share prior experience and knowledge, and independent learners. As a matter of fact, educators are advised to model such a combination of active learning approach and technology-based learning strategy in their classroom instructional setting and practices. Consequently, their learners will adequately benefit to understand the subject matter and positively change their opinion towards university mathematics.Mathematics Education
Ph. D. (Mathematics, Science and Technology Education)
Book chapters on the topic "First-year calculus education"
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Liang, Lixing, Karfu Yeung, Rachel Ka Wai Lui, William Man Yin Cheung, and Kwok Fai Lam. "Lessons Learned from a Calculus E-Learning System for First-Year University Students with Diverse Mathematics Backgrounds." In Distance Learning, E-Learning and Blended Learning in Mathematics Education, 69–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90790-1_5.
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Belvadi, Anilkumar. "A Pedagogical Testament." In Missionary Calculus, 124–41. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052423.003.0005.
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Chapter 5 describes the efforts of American missionaries in putting together a philosophy of education for the new institution they intended to create in India. Since their views, materials, and organizational model were borrowed from the American experience, the chapter first reviews the functioning of the Sunday school in America. Between 1827 and 1838, beginning in Massachusetts, public schools came to be secularized. With the teaching of the Bible effectively proscribed in public schools, the American Sunday School Union, organized in 1824 and supported by several Protestant denominations, found that by 1838, it was obliged to work outside of the public-school system. As an institution dedicated to Christian and moral education, and, around the time of the Civil War as a public counseling center, it enjoyed broad support. By 1872, American Sunday school leaders had created a bureaucratized organization patterned after the very secular forces they had fought, as well as an elaborate seven-year curriculum, the Uniform International Lesson System. American missionaries imported these into India. They soon found, however, that their system could not be implemented in toto in the Indian context given the “heathen” home backgrounds of Indian children and the absence of suitably trained teachers. The chapter discusses missionary thinking on reaching out to the youngest children, using the latest “universal,” “scientific,” child-education and teacher-training methods, and locating all that was “modern” in the Bible itself. Creating a “philosophy of childhood,” and an institution with “form and system,” Sunday school missionaries transformed themselves into professional educators.
Conference papers on the topic "First-year calculus education"
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Midtiby, Henrik Skov, Cita Noergaard, and Christopher Kjaer. "STUDENTS' BENEFIT FROM VIDEO WITH INTERACTIVE QUIZZES IN A FIRST-YEAR CALCULUS COURSE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0663.
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Gynnild, Vidar. "IMPROVING ACADEMIC ACHIEVEMENT IN FIRST-YEAR CALCULUS: THEORIZING THE CASE TO INFORM FUTURE INTERVENTIONS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0176.
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Ntimane, L. C., Joel Lehlaba Thabane, and Solly Seeletse. "PROBLEM SOLVING SKILLS IN DIFFERENTIAL CALCULUS: A SEFAKO MAKGATHO HEALTH SCIENCES UNIVERSITY FIRST-YEAR STUDENTS' CASE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0839.
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Karimi, Amir. "A Freshman Engineering Education Experience." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43664.
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This paper describes a freshman engineering educational experience at The University of Texas at San Antonio (UTSA). It highlights the first year engineering curriculum and an academic support system that is designed for student success during the freshman year. Traditional course work in calculus, chemistry, calculus based physics, introductions to engineering, engineering graphics, and writing courses are a part of the freshman engineering curriculum. The university offers a number of academic support programs to help freshman students a smooth transition from high school to college life. A Freshmen Seminar course, which is designed to enhance students’ educational experiences during the freshman year, is an important element of the university’s academic support system. This paper briefly describes the content of an introductory course in engineering and the Freshman Seminar. It also describes some of the programs within the university that are implemented to improve student success during the freshman year.
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Shryock, Kristi J., Arun R. Srinivasa, and Jeffrey E. Froyd. "Developing instruments to assess first-year calculus and physics mechanics skills needed for a sophomore statics and dynamics course." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142722.
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Brunetto, Domenico, Chiara Andrà, and Giulia Bernardi. "Teaching with emerging technologies in a STEM university math class." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9179.
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The aim of the research presented in this work is to investigate how innovative teaching formats, based on student-centred activities, may help first year university students to deal with the difficulties in the transition from the mathematics they are used to in high school, to the one they meet at university, which requires a significant shift to conceptual understanding, especially in Calculus courses. As part of this overarching goal, this presentation investigates the case of Taylor series, a topic that is taught in all calculus courses at university. This work shows the efficacy of a blended learning approach, highlighting the main difficulties concerning the deep understanding of functions by students. We discuss possible limitations, and we provide suggestions for best practices in university math classes.
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Islam, Nazmul, and Yong Zhou. "Improving Engineering Students’ College Math Readiness by MSEIP Summer Bridge Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88685.
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This paper details improvement of the Engineering Summer ridge (ESB) program at the University of Texas Rio Grande Valley (UTRGV). Here we provide some of our experiences to fine-tune the program depending on the student need. Initial goal of ESB program was to challenge the freshman students intellectually, improve student communication and socialization skills, and provide student an early introduction to the University expectations and culture. The students who are graduating from the high school has lack of these qualities and the ESB program at UTRGV prepares engineering students to cultivate these qualities and to meet the challenges of University requirements. First-year college students require developmental education in Reading, Writing, or Mathematics will become “college-ready” in those subject areas through the ESB program. In our 2017 ESB program, we focused mostly with the Calculus-ready component. Specific goals of our ESB program include improving the College algebra and Pre-calculus level math expectations, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test by UTRGV math department in the summer to get ready for Calculus I in their first semester. Study to the six-year tracking data suggests that, participants in ESB program demonstrated higher engineering interests. Improvement of engineering math readiness and overall the success rate in the selected engineering major will be presented in this paper.
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Brunetto, Domenico, Clelia Marchionna, and Elisabetta Repossi. "Supporting deep understanding with emerging technologies in a STEM university math class." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11109.
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In this work we present an innovative learning environment format, based on student-centred activities, that may support undergraduate students to deep understanding mathematics in the first year of engineering university. In particular, we refer to the difficulties students meet in the transition from the high school mathematics to the one they meet at university, which requires a significant shift to conceptual understanding, especially in Calculus courses. The goal of this presentation is to investigate the case of multivariable functions, a topic at the foundation of many mathematical models and its application. We show the results of the first pilot study which involves 160 undergraduate students. More precisely, we report how a flipped-learning approach based on online activities and working group allows students to deep understand the main properties concerning multivariable functions.
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Zhou, Yong, Cheng-Chang (Sam) Pan, and Nazmul Islam. "Evaluation of Engineering Readiness and Active Rate Enhanced by Intensive Summer Bridge Program." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53262.
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An engineering Summer Bridge (Engineering Summer Readiness Workshop after 2015) program has been implemented at the University of Texas at Brownsville (UTB) since summer 2012. After three years of program data accumulation, we can now track those participants from their freshman up to junior year (for those still active in UTB engineering) and further extend our study on the effect of the designed engineering summer program on a) the semester the participants take Calculus I; b) the semester the participants pass Calculus I; c) the first- and second-year engineering active rate; and d) the success rate in the selected engineering major courses of all the participants. We compared all the above mentioned data to the average data of the engineering majors at the same academic stage/level. The engineering summer bridge program was originally designed to prepare the fresh high school graduates intellectually on their math and for an early readiness for their coming engineering study. More than 90% of the targeted students are Hispanic in south Texas, and English is the second language for 86% of them. As one of the components of the University of Texas System, UTB is a minority-serving institution catering mostly to the underrepresented Hispanic population of the Lower Rio Grande Valley region. It has one of the highest concentrations of Hispanic students (both in number and percentage) compared to other universities in the nation [Table 1]. Among the overall student enrollment at the university in fall 2013, 91% are Hispanic. Most of the targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of the top 10% students by the Texas flagship universities. First-generation college-goers experience a variety of challenges as they enter and move through higher education. The Engineering Summer Bridge provides students with specific types of resources and support to ensure that they move into and through engineering study smoothly and to shorten the time for their engineering study. The 4–5 week summer bridge program at UTB intensively enhances math preparation in pre-calculus and college algebra, and also actively engages the students with the modern engineering design concepts and tools. Specific goals of the bridge programs include introducing math expectations of engineering program in the areas of College Algebra, Pre-calculus, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test in the summer to get ready for Calculus I in the coming fall semester. The long-term goals of the ESB program aim to improve the first- and second-year retention rate and four-year graduation rate of UTB engineering majors. Study on the previous three year’s data suggests that, compared to the overall average of the students enrolling into the UTB engineering program at the same period, summer bridge program participants have statistically started and finished their Calculus I (thus becoming engineering math ready) earlier. Participants also demonstrated higher engineering interesting which was proved by the participation rate in introductory engineering projects in the first two years of their engineering study. Besides, 88% of surveyed students reported that the program was helpful and convenient, and 100% of surveyed students reported that they would recommend the summer bridge program to a friend or a fellow student. Comparison of the first- to second-year active engineering student rate also suggests the validness of the summer bridge program.
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"Impact of Mathematics on the Theoretical Computer Science Course Units in the General Degree Program in Computer Science at Sri Lankan State Universities." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4057.
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[This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] ABSTRACT Mathematics is fundamental to the study of Computer Science. In Sri Lankan state universities, students have been enrolled only from the Physical Science stream with minimum ‘C’ grade in Mathematics in the advanced level examination to do a degree program in Computer Science. In addition to that universities have been offering some course units in Mathematics covering basis in Discrete Mathematics, Calculus, and Algebra to provide the required mathematical maturity to Computer Science under-graduates. Despite of this it is observed that the failure rate in fundamental theoretical Computer Science course units are much higher than other course units offered in the general degree program every year. The purpose of this study is to identify how Advanced level Mathematics and Mathematics course units offered at university level do impact on the academic performance of theoretical Computer Science course units and to make appropriate recommendations based on our findings. Academic records comprised of 459 undergraduates from three consecutive batches admitted to the degree program in Computer Science from a university was considered for this study. Results indicated that Advanced level Mathematics does not have any significant effect on the academic performance of theoretical Computer Science course units. Even though all Mathematics course units offered in the first and second year of studies were significantly correlated with academic performance of every theoretical Computer Science course unit, only the Discrete Mathematics course unit highly impact-ed on the academic performance of all three theoretical Computer Science course units. Further this study indicates that the academic performance of female undergraduates is better than males in all theoretical Computer Science and Mathematics course units.