Journal articles on the topic 'First-year calculus education'

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.

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.

Responses to word problems involving rates of change were collected on four occasions during and after 24 hours of concept-based calculus instruction given to a group of first-year university students, all of whom had studied calculus in secondary school. The number of students who could symbolize rates of change in noncomplex situations increased dramatically. However, there was almost no increase in the number who could symbolize rates of change in complex items or in items that required modeling a situation using algebraic variables. Detailed analysis revealed three main categories of error, in all of which variables are treated as symbols to be manipulated rather than as quantities to be related. We surmise that the students had developed an “abstract-apart” concept of a variable rather than the “abstract-general” concept that is needed for the successful study of calculus.

What is the possible use of history of mathematics for mathematics education? History of mathematics can play an important role in a didactical context, but a general theory of its use cannot be constructed. Rather a series of cases, in which the resort to history is useful to clarify mathematical concepts and procedures, can be shown. A significant example concerns differential calculus: Newton’s Methodus fluxionum et serierum infinitarum is a possible access-key to differential calculus. For, many concepts introduced by Newton ought be useful for the pupils/students (last or last but one year at the high school and first year at the university) to reach a more intuitive, geometrical and problem-oriented approach to calculus. The motivation to consider history of mathematics as an important didactical support is that the pupils/students often learn mathematics in a too formal manner, without understanding the real reasons for the introduction of several mathematical concepts. The problem is that the potential of such support is not exploited. The educational proposal is hence to show a concrete case to highlight what the teaching of mathematics based on history means. The conclusion is that a general theory, as differential calculus, should be considered by the pupils/students as a necessity, deriving from a specification, improvement and extension of the techniques used to solve significant problems posed and developed in the course of history. In this manner, mathematics appears as a human activity comparable with other activities and not as a merely formal exercise. Key words: mathematics education, history of mathematics, Newton, fluxions, tangents, maxima and minima, problem solving approach to mathematics education.

The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students’ achievement and the effects of the use of Microsoft Mathematics on students’ attitudes in relation to such experience. Two classes of the students from the first year student in Universitas Serang Raya were participated in the study. This study found that students who taught by using Microsoft Mathematics had higher achievement and has a positive effect on students’ confidence of mathematics.Keywords: Calculus, Educational Technology, Mathematics Education, Microsoft Mathematics, Technology Application DOI: dx.doi.org/10.22342/jme.61.63

The low learning outcomes and student’s difficulties in understanding calculus courses, espe-cially integral topic, encourage us as researcher to design a calculus lesson for first year students by using realistic mathematical approach (Realistic Mathematics Education). For that we try to design a series of instructional activities starting from understanding integral as an anti derivative. The in-structional activity is designed and developed based on the learning process that occurs in the class-room by involving 30 first year students in FMIPA UNP. The classroom learning compared with our Hypothetical Learning Trajectory (HLT). The results of teaching experiment show that students' un-derstanding of derivative plays important role in understanding the integrals, in general students have difficulty in communicating their ideas in determining the anti-derivative of a function. Through class-room discussions students can get ideas and discuss it in determining the anti-derivative of a function. Based on these results it is recommended to conduct classroom discussions to build students' under-standing in studying calculus especially integral as an anti derived.

Students of Mathematics education often struggle with integration problem, but yet the root of the problem related to critical thinking is rarely investigated. This article reports research where the first-year students of Mathematics Education of PGRI University Semarang were given an integral problem, then individually they were interviewed related to the answer they have made. The findings of students' difficulties in working on integration problem were confirmed through several questions in the interview which aimed to uncover their critical thinking process related to concepts, procedures, and problem solving. This study shows that student difficulties in Integration by disc method such as failure in identifying radius of a rotary object, specify partition, and integration bounds are closely related to their failure to think critically related to concept, skills, and problem solving aspects of critical thinking.

Integral is one of major topics in Calculus course. Many university students fail in calculus course because their understanding on the concept of Integral especially in understanding definition of integral is low. This situation encourages us to design a calculus lesson to build students understanding on Integral especially integral definition by using Realistic Mathematics Education as an approach. For that, we try to design a series of instructional activities starting from introducing sigma to definition of Integral in order to know students difficulties in understanding this topic. Some first-year university students in Universitas Negeri Padang are chosen to test our Hypothetical Learning Trajectory (HLT) in our preliminary research. The result is students had difficulties in connecting the sigma, area and definition of integral. This happens because the students did not see that the activities that have been designed as a whole that cannot be separated. Therefore, it is recommended to design a series of instructional activities which is focus on connecting sigma, area and definition of integral.

The ability to think critically and mathematically is strongly needed so that the students are able to face the challenges of 4.0 industrial revolution. By thinking critically, they are expected to be more adaptive in finding solutions to each problem. This study aims to identify the students' mathematical critical thinking skills in solving differential calculus problem solving based on some indicators of mathematical critical thinking skills in learning using cognitive growth model. This is a Classroom Action Research (CAR) which was caried out within four weeks in the odd semester of academic year 2018/2019. The subjects of this study were the first-year students of the Mathematics Education Program in one of higher education institutions in Magelang, Central Java who took the Differential Calculus course. Data collection techniques in this study were test, observation, and interviews. The test results were then analyzed quantitatively, and the indicators of critical thinking skills in each question were also described. Based on the results of the study, it can be shown that about 30% students who begin to think critically is initiated by achieving the indicator of analyzing the arguments. However, not all students who begin to think critically are also able to draw conclusions precisely through deductive and inductive reasoning. There are only five or 16.67% who have been able to draw conclusions correctly.

This reseach comprehending on the relation between mathematics anxiety and the academic competence of the first level students. This research is constituted by the performance of most students of the early study program of mathematics education still feel anxiety when dealing with mathematical problems in the learning of calculus, the emerging discomfort felt by the students. The method of this research is survey with corelation technique. The use of this method is to see how strong and how far the influence of mathematics anxiety on the students academic competence. The population of this research is the students of Mathematics Department faculty of teacher training and education in Muhammadiyah University of Cirebon in the academic year 2016/2017. The sample of the research is purposive sampling which consists of 20 students who contracted differential calculus subject. The instrument used in this research is mathematics anxiety scala. The result of the research shows that there is a negative relation between mathematics anxiety and students’ academic competence. The mathematics anxiety gives a contribution 35% to the students’ academics competence, and 65% influenced by other factors not examined in this study.

Research has demonstrated the positive impact of active learning on students’ learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students’ learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students’ conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning “levels the playing field”, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course.

Gamification and game-based learning (GBL) has been widely implemented in educational processes, mainly in elementary education; it has been applied less frequently in university education. The objective was to test the effect of game-mediated teaching strategies on mathematics teaching in first-year engineering students. A quantitative study was done within the framework of a design-based research. Eighty-one (81) students participated in the research, all from the Dif-ferential Calculus course. Twelve (12) didactic units were designed. The instru-ment used was the Synthesized Instructional Materials Motivation Survey (SIMMS), adapted to record the categories of Attention, Relevance, Confidence and Satisfaction (Keller's motivational model). A significant contribution of the pedagogical strategy and the different categories of motivation was verified, whereas the significance between collaboration and motivation was also evident (intervention 2). Finally, the strategy can provide preliminary evidences in reduc-ing dropout. In conclusion, game-based learning can be used to strengthen educa-tional processes in engineering.

This paper originated from the desire to develop elementary calculus based tools to empower students, not necessarily with a strong mathematical background, to test predator-prey related models for boundedness of solutions and for the existence of limit cycles. There are several well-known methods available to prove, or disprove, the existence of bounded solutions to systems of differential equations. These methods rely on Liénard's theorem or using Dulac or Lyaponov functions. The level of mathematics required in the study of differential equations is not addressed in the courses presented on the first year level, and students in biology, ecology, economics and other fields are often not suitably equipped to perform these advanced techniques.The conditions under which a unique limit cycle exists in predator-prey systems is considered a primary problem in mathematical ecology. A great deal of mathematical effort has gone into trying to establish simple, yet general, theorems which will allow one to decide whether a given set of nonlinear equations has a limit cycle or not. We introduce a method to first determine the boundedness of solution trajectories in such a way that the transformation to a Liénard system or the use of a Dulac function can be avoided. Once boundedness of trajectories has been established, the nature of the equilibrium points reduces to simple eigenvalue analysis. The Elemental Limit Cycle method (ELC) provides elementary criteria to evaluate the nature of the pivotal functions of a system which will indicate boundedness and may be applicable to more general models.

<p>Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students’ inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In order to overcome this learning deficit, it is necessary that the concept of “reflection” be implemented in the teaching of this subject. It is believed that the adoption of this teaching concept will allow students to learn mathematics by themselves. This article is aimed at presenting mathematical problem-solving of undergraduate students on Calculus I. Concrete problems were assigned to students to participate, to improve students’ way of mathematical thinking, and to encourage the students’ mathematical learning and advanced mathematical thinking. The study was a qualitative research project conducted with first-year undergraduate students of Rajamangala University of Technology Phra Nakhon who had enrolled for Calculus I. Data were collected from interviews and field notes, along with video recordings. Findings showed that students succeeded in solving mathematical problems from simple to complex levels and using the subject fundamentals to connect to several methods of higher levels of thinking. Students also created effective means of problem-solving and applied these concepts to solve new problems.</p>

<p class="StyleAuthorBold"><strong>Abstrak</strong></p><p>Penelitian bertujuan untuk mendeskripsikan tingkat kemampuan awal Kalkulus mahasiswa Pendidikan Matematika FKIP Universitas Bung Hatta tahun pertama. Metode penelitian menggunakan metode deskriptif. Subjek penelitian adalah mahasiswa yang mengambil mata kuliah Kalkulus Diferensial pada semester kedua. Instrumen penelitian menggunakan tes <em>diagnostic</em> yang dikembangkan oleh Stewart dengan materi aljabar, Geometri, Trigonometri, dan Fungsi serta wawancara terhadap peserta. Tenik analisis data menggunakan analisis dekriptif. Berdasarkan hasil penelitian, terlihat bahwa kemampuan awal mahasiswa berada pada tingkat sangat rendah, yaitu 8,6%. Hasil wawancara terhadap 6 orang mahasiswa yang mempunyai kemampuan skor tinggi, sedang, dan rendah menyatakan bahwa mahasiswa memerlukan tambahan pengetahuan tentang konsep bilangan serta sifat-sifatnya, operasi aljabar, visualisasi dengan teknologi serta konsep fungsi. Berdasarkan hasil tersebut, diperlukan strategi pembelajaran pada mata kuliah Kalkulus yang berbasis teknologi untuk memberi pemahaman konsep Kalkulus.</p><p> </p><p class="StyleAuthorBold"><strong><em>Abstract</em></strong></p><p><em>The research aimed to describe the initial ability level of Mathematics Education in the first year of the Mathematics Education Faculty of Bung Hatta University. The research method used descriptive. The research subjects were students who took Differential Calculus courses in the second semester. The research instrument used diagnostic tests developed by Stewart with algebraic material, Geometry, Trigonometry, and Functions as well as interviews with participants. Data analysis techniques used descriptive analysis. Based on the results of the research, it appeared that the initial ability of students is at a very low level, which is 8.6%. The results of interviews with 6 students who have the ability to score high, medium, and low stated that students need additional knowledge about the concept of numbers and their properties, algebraic operations, visualization with technology and the concept of functions. Based on these results, a learning strategy for technology-based Calculus is needed to provide an understanding of the Calculus concept.</em></p>

Although solids are one of the three states of matter, and the solid state is pervasive throughout science and our lives, students would not know it from the standard chemistry curriculum, which still emphasizes small molecules. Despite this education, a significant proportion (more than 30%) of all chemists end up as practitioners of materials chemistry, either in inorganic solids or in polymers, and they must therefore obtain on-the-job education. Not only should this need be reflected in the curriculum, but it should be possible through modern areas of chemistry such as materials to bring some of the excitement of the practicing chemist to the undergraduate student's first chemistry course, perhaps turning around the flight from science, and from chemistry and physics in particular. The American Chemical Society is encouraging this approach through the proposal of a certified BS degree in chemistry with emphasis in materials. To place the present position in perspective, one only needs to look at the recent figures tabulated by the National Science Foundation; there is a tremendous attrition of students planning to major in science and engineering during the freshman year (See Table I).Potential science majors are indeed there, but they are being lost due to their first experiences, which are usually in general chemistry and calculus, and a lesser number in biology and physics. It is therefore imperative that these courses encourage students rather than kill their enthusiasm.

This work is intended to analyze and compare the performance of two groups of students on the understanding of force and motion concepts using the Force Concept Inventory (FCI). The FCI test serves questions on basic Newtonian concepts where the answers inclyde the correct response and commonly misconceived alternatives. The FCI test was implemented twice as pre and post-tests for two introductory calculus-based physics courses offered at the Sultan Qaboos University (SQU) in Oman for students mainly from the Colleges of Sciences, Education and Agriculture and the students from the College of Enginerring in the Spring 2017 and Spring 2018 semesters. These courses cover the traditional first-year level kinematics and dynamics in translational and rotational motions based on the same syllabus and the same textbook. Hake's normalized gain, defined as the change in class averages divided by the maximum possible increase, was used to compare the students'performances. The normalized gains for both groups of students were in the low gain category. Female students in both courses performed better on the FCI in general, but the difference was only statistically significant in the course offered to Science students.

ResumenEn este trabajo describimos los resultados de un estudio comparativo sobre las actividades en que intervienen gráficos estadísticos en libros de texto del primer año de Educación Primaria de Brasil y Chile (6 y 7 años edad). Para lograr este objetivo, se realizó un análisis de contenido en el libro más utilizado en cada país, en el año académico 2018, y adaptando unidades de análisis descritas en investigaciones previas; en el caso de Chile corresponde al entregado gratuitamente por el Ministerio de Educación a los centros educativos públicos y particulares con subvención del Estado, y en el caso de Brasil corresponde al libro más distribuido a nivel nacional y aprobado por el Programa Nacional del Libro y material Didáctico. Los resultados permiten observar la diferencia en el número de actividades que se proponen en cada libro, 13 en el texto brasileño y 21 en el chileno. Se plantean actividades en que intervienen los gráficos de barras en ambos textos, único tipo utilizado en el texto brasileño, y que se conjuga con los pictogramas en el caso del texto chileno. Las tareas más frecuentes, a nivel general, son leer (52,9%), comparar (47,1%) y calcular (32,4%), en el caso del texto chileno son leer (57,1%), calcular (42,9%) y comparar (33,3%), mientras que en el brasileño son comparar (69,2%), leer (46,2%) y completar (30,8%). Si bien los resultados muestran que, hay aspectos a mejorar, estos libros de texto asumen el desafío de trabajar elementos de estadística desde el primer curso de Educación Primaria.Palabras-clave: Gráficos Estadísticos. Actividades. Libros de Texto. Educación Primaria.AbstractIn this work we describe the results of a comparative study on the activities involving statistical graphs in textbooks of the first year of Primary Education in Brazil and Chile (6 and 7 years old). To achieve this objective, a content analysis was carried out in the most used book in each country, in the academic year 2018, and adapting units of analysis described in previous research; in the case of Chile it corresponds to the one delivered free of charge by the Ministry of Education to public and private educational centers with a state subsidy, and in the case of Brazil it corresponds to the most widely distributed book nationally and approved by the National Book Program and material Didactic. The results show the difference in the number of activities proposed in each book, 13 in the Brazilian text and 21 in the Chilean text. Activities are proposed involving bar graphs in both texts, the only type used in the Brazilian text, and which is combined with the pictograms in the case of the Chilean text. The most frequent tasks, at a general level, are reading (52.9%), comparing (47.1%) and calculating (32.4%), in the case of the Chilean text they are reading (57.1%), calculating (42.9%) and compare (33.3%), while in the Brazilian they are compare (69.2%), read (46.2%) and complete (30.8%). Although the results show that there are aspects to improve, these textbooks take on the challenge of working on statistical elements from the first year of Primary Education.Keywords: Statistical graphs. Activities. Textbooks. Primary Education.

One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). 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El presente artículo analiza los valores del cuerpo de 536 estudiantes de 1º Bachillerato en Castilla y León en el curso 2017/18 en función de sus variables de perfil sexo, modalidad de bachillerato, naturaleza, titularidad y provincia de pertenencia del centro de estudios. El objetivo es describir tendencias generales asociadas a dichas variables de perfil. El instrumento de medida es el test elaborado por Casares y Collados (1998) que clasifica en 10 los valores del cuerpo en base a 250 ítems agrupados en bloques de 25. El tratamiento de datos se lleva a cabo mediante un análisis de valores medios. Los resultados obtenidos son mostrados en forma de tablas de puntuaciones, gráficos y representaciones jerárquicas. Se calculan estadísticos descriptivos y estadística inferencial. Se observan diferencias estadísticamente significativas asociadas a la variable de perfil sexo y, secundariamente, provincia de pertenencia del centro de estudios. Asimismo, destaca el valor placer como el más agradable en todas las clasificaciones y el valor religioso el menos, exceptuando lo ocurrido en Soria donde se torna incluso positivo. Todo ello describe la realidad en que los estudiantes de 1º bachillerato conciben su cuerpo y le conceden su valor, lo que abre nuevos flancos críticos en la educación a través de los valores del cuerpo. Abstract. This article analyzes the body values of 536 First Year Bachillerato students in the Castilla y León region of Spain during the academic year 2017/18 according to their special characteristics such as gender, Bachillerato option, personality, qualifications and province administering the educational establishment they attend. The aim is to describe general trends associated with these profile variables. The instrument of measurement is the test devised by Casares and Collados (1998), which divides body values into 10 categories. It is based on 250 items classified into 10 groups of 25 defining the body values. Data processing is carried out through an analysis of average values. The results obtained are shown in the form of score tables, graphs and hierarchical representations. Descriptive statistics and inferential statistics are calculated. Significant differences associated to the variable of gender profile and, secondarily, province of belonging to the study center are highlighted. Likewise, the pleasure value stands out as the most pleasant in all classifications and the religious value the least, except for what happened in Soria where it becomes even positive. The procedure of preferred values ratifies the pleasure value as the most pleasant, however the religious value is rarely the least preferred. All this describes the reality in which the students of the 1st baccalaureate conceive their body and give it their value, which opens new critical flanks in education through the values ​​of the body.

Over the last several decades, Emerging Scholars Programs (ESPs) have incorporated active learning strategies and challenging problems into collegiate mathematics, resulting in students, underrepresented minority (URM) students in particular, earning at least half of a letter grade higher than other students in Calculus. In 2009, West Virginia University (WVU) adapted ESP models for use in Calculus I in an effort to support the success and retention of URM STEM students by embedding group and inquiry-based learning into a designated section of Calculus I. Seats in the class were reserved for URM and first-generation students. We anticipated that supporting students in courses in the calculus sequence, including Calculus I, would support URM Calculus I students in building learning communities and serve as a mechanism to provide a strong foundation for long-term retention. In this study we analyze the success of students that have progressed through our ESP Calculus courses and compare them to their non-ESP counterparts. Results show that ESP URM students succeed in the Calculus sequence at substantially higher rates than URM students in non-ESP sections of Calculus courses in the sequence (81% of URM students pass ESP Calculus I while only 50% of URM students pass non-ESP Calculus I). In addition, ESP URM and ESP non-URM (first-generation but not URM) students succeed at similar levels in the ESP Calculus sequence of courses (81% of URM students and 82% of non-URM students pass ESP Calculus I). Finally, ESP URM students’ one-year retention rates are similar to those of ESP non-URM students and significantly higher than those of URM students in non-ESP sections of Calculus (92% of ESP URM Calculus I students were retained after one year, while only 83% of URM non-ESP Calculus I students were retained). These results suggest that ESP is ideally suited for retaining and graduating URM STEM majors, helping them overcome obstacles and barriers in STEM, and increasing diversity, equity, and inclusion in Calculus.

Student retention and support are key priorities at the University of Toronto Faculty of Applied Science and Engineering, as is evidenced by a first year to second year average retention rate of 91% over the past 4 years. At U of T Engineering, academic standing and registration are determined on a term-by-term basis. As a result, student performance in the fall term can result in obligatory withdrawal from their studies in January, including first year students. While approximately only 4% of the first year class have to withdraw, the impact can be very distressing for the individual student, as his/her plans for the year are disrupted and their confidence shaken. Withdrawal from studies can occur for many reasons such as insufficient academic background from their high school, personal crisis, low resilience and lack of study skills and these struggles can be especially acute for international students. The ReFresh Program gives these students an opportunity to continue their education while learning from their mistakes. A small classroom environment allows students to integrate into a collaborative community, create study groups with classmates, communicate easily with their instructors and TA’s and benefit from constant support from First Year Office staff. This format helps students deal with the personal and academic challenges that prevented them from performing at their best in the fall term, relearn the foundations and key concepts of Calculus, Physics, Computer Programming, Chemistry and Linear Algebra and develop a plan to be successful for the next fall to repeat their first semester. This paper will discuss the structure of the ReFresh program as well as the impact on student success, student development and retention.

Encouragement to integrate information and communication technologies into mathematics education curricula is an increasingly universal phenomenon. As a contribution to the discourse, this article discusses the potential use in the classroom of The Geometer’s Sketchpad® (Key Curriculum Press, Emeryville, CA, United States) mathematics software in modelling the derivative and related concepts in introductory calculus. In an empirical study involving first-year non-mathematics major undergraduate science students, a hypothetical learning trajectory (HLT) was conjectured and implemented for students to experience the visualisation and multiple representations of calculus concepts on the Cartesian plane with a computer graphic interface. The utilisation scheme is interpreted through the lens of the instrumental1 approach proposed by Trouche. The HLT was partly informed by the historical development of the derivative as synthesised from the literature on the history of calculus and partly by the affordances, enablements, constraints and potentialities of Sketchpad itself. The findings of the study suggest that when exposed to the capabilities of this software, learners can experience Geometer’s Sketchpad® as an effective visualisation tool or instrument for the representation and learning of the derivative and related concepts in introductory calculus. However, the effectiveness of this tool is not a given or a foregone conclusion − it is a product of the teacher’s instrumental orchestration, gradual learner mastery of the software syntax and careful resolution of theoretical-computational conflicts that can arise during early use of the instrument.

The study of mathematics at the university level requires logical thinking and strong mathematical skills. Contemporary first-year students are not prepared for these demands and end up failing their courses. This study aims to present an instrument for enhancing mathematics teaching and promoting learning with understanding in higher education by a combination of symbolic, natural, and pictorial languages in different tasks. We analyze the 17 solutions of four languaging exercises administered in a basic calculus course for engineering students at the University of Costa Rica. The results suggest that these exercises promote the acquisition of skills necessary to be mathematically proficient and are a useful tool for revealing students’ mathematical thinking and misconceptions.

The purpose of this research was to investigate the effect of self-explanation prompting to students’ germane load while studying mathematics in the multivariable calculus course. This research employed a quasi-experimental method with matching-only posttest-only control group design. The subject of the research consists of 72 first-year mathematics education undergraduate students. The results indicated that there was no significant difference in students’ germane load between students who implemented worked-example with self-explanation prompting and students who implemented worked-example without self-explanation prompting. However, it was revealed that the students' germane load was categorized high in both classes. It indicates that the worked-example method could foster students' germane load. Nonetheless, these results cannot be evidence that self-explanation prompting is capable to foster students' germane load. However, there is an association between germane load and learning objectives. When students achieve the learning objectives, then its learning method is able to foster the germane load. To assess the learning objectives, the posttest was arranged. The results stated that students who implemented the worked-example method with self-explanation prompting had better test scores than students who implemented the worked-example method without self-explanation prompting. This result was sufficient to provide evidence that the use of worked-example with self-explanation prompting could foster students’ germane load students in the multivariable calculus course.Keywords: Germane load, Worked-example, Self-explanation prompting

Disparities in undergraduate STEM degree completion across different racial/ethnic groups have been a topic of increasing national concern. This study investigates the long-term outcomes of a STEM intervention program designed to increase the academic preparation, achievement and persistence of under-represented minority students.In particular, this study examines the extent to which participation in a STEM intervention program can impact the long-term persistence and graduation of first-time in college under-represented minority students. Using discrete-time competing risks analysis, results demonstrated that participants of the intervention program had a lower probability of drop out and higher probability of persisting in a STEM field of study compared to non-participants of the program. Additionally, descriptive results demonstrated that participants of the STEM intervention program had higher rates of graduation in any field compared to non-participants of the program, while program participation was not a significant predictor of six-year graduation. Findings highlight the importance of early academic preparation in Calculus and total credit accumulation to student success outcomes of URM students enrolled in STEM fields. Recommendations from this study focus on early intervention efforts, particularly in the areas of mathematics, that ensure URM students are adequately prepared with the skills needed to succeed in a STEM field of study.

The mathematical problem posing tasks are relevant issues in the development of higher education curriculum and improving it for developing nations require its inclusion in the curriculum as a complement to problem solving tasks. We investigate the types of problem posing abilities, related difficulties and levels of performances in “calculus-1” among first year undergraduates in Iran. The research instrument consists of text book "integral" problems reconstructed through "add or remove condition" with structured situation and "change the problem context" with semi-structured situation. Twenty-six first year undergraduates among moderate and high achievers are participated in answering the test. Furthermore, five of them are enrolled in semi-structured interview after the test. The preliminary results reveal that the percentage of "expert" students (69%) in generating problem through "add or remove condition" strategies are higher than those (18%) implementing "change the context" which is connected to high-order-thinking skills. However, the majority of participants are greatly able to perform two-third of questions correctly. The significant weakness related to the conceptual and procedural understandings in terms of the high-order-thinking skills are observed among them. We assert that the students’ problem posing performances can be fostered by incorporating problem posing activities in teaching-learning materials.

The objective of this study was to investigate whether there is an association between the amount of dental plaques and incidence of prostate cancer in patients followed up for 28 years. We hypothesized that dental plaque reflects infection and affects carcinogenesis via the inflammation pathway. This was a database incidence study on 838 30-40-year-old men of 3273 randomly selected subjects from Stockholm area, clinically examined in 1985. Prostate cancer incidence was registered during 28 years from the Center of Epidemiology, Swedish National Board of Health and Welfare, Sweden, according to WHO International Classification of Diseases. We compared baseline clinical data with prostate cancer diagnoses. Twentyeight men of the 838 were diagnosed with prostate cancer up to year 2013. Descriptive statistics and logistic regression were used for analyses. Results showed that dental plaque index (PLI), as indicator of poor oral hygiene and potential source of infection, was higher in men with than without prostate cancer (1.04±0.63 vs 0.78±0.52; p<0.01). This also reflected in higher number of missing molars (p<0.02) which appeared as principal independent predictor with odds ratio 2.4 (95% confidence interval 1.11 – 5.12) in multiple logistic regression analyses with prostate cancer as dependent variable and several independent variables. No significant differences were seen between the groups regarding age, smoking, education, gingival index, calculus index, periodontal pockets, and social status. To our knowledge these data are the first in showing the potential risk of poor oral hygiene for prostate cancer. Result may be explained by low-grade systemic inflammation of oral origin that affects carcinogenesis.

A műszaki- és gazdasági felsőoktatásban folyó kalkulusoktatás komoly kihívás elé állítja a tanárokat: viszonylag rövid idő alatt, nagy mennyiségű anyagot kell megtanítaniuk úgy, hogy a hallgató a matematika kurzusokon elsajátított ismereteket a szaktárgyakban, akár több félév csúszással is hasznosítani tudja. Olyan módszert kell kidolgozni, ami egy tudásában és képességeiben eltérő, nagy létszámú hallgatói közösségben is jól alkalmazható. A teszthatás, bár megfelel ezen követelményeknek, mégsem tartozik a gyakran alkalmazott metódusok közé. A módszer, amely a tanulás középpontjába az előhívást helyezi, sem a pedagógusok, sem a diákok között nem örvend nagy népszerűségnek. A teszthatás a többi tanulási-, tanítási metódushoz képest sokkal inkább gátat tud szabni a felejtésnek, de a hallgatónak ki kell mozdulnia a passzív befogadó szerepből, ami többeknek lehet kevésbé komfortos. Ezt a módszert találtuk alkalmasnak arra is, hogy a számonkérés előtti rövid időszakra koncentrálódó, úgynevezett kampányszerű tanulás helyett hallgatóinkat a folytonos tanulásra bírjuk. Ez azért volt fontos számunkra, mert bár rövid távon a megmérettetés előtti intenzív tanulás is eredményes, ennél a felejtés rendkívül gyors.A BME Gépészmérnöki Karának elsőéves mechatronikus és energetikus hallgatói számára az EduBase Online Oktatási Platform segítségével olyan könnyen kivitelezhető kalkulusoktatást valósítottunk meg, ami a teszthatás szempontjait szem előtt tartotta, kihasználta annak előnyös tulajdonságait. Jelen cikkben bemutatjuk a 2018/2019. tanév tavaszi szemeszterében, a Matematika G2 kurzuson végzett kutatásunk eredményeit. Hétről hétre, napi bontásban követjük a hallgatók tanulási aktivitását, vizsgáljuk a kampányszerű és a folytonos tanulással elért eredményeiket. Calculus education in engineering and economic higher education programmes poses a severe challenge for teachers: in a relatively short period of time, they have to teach a large amount of material so that the students can build on the acquired knowledge in further subjects even after several semesters. A method needs to be developed that can be applied well among large, heterogeneous students with different knowledge and skills. Test effect meets these requirements, although is not one of the most commonly used methods, since this approach that puts development at the centre of learning is not very popular among educators or students. The test effect can be a much more effective tool to reduce forgetting than other learning and teaching methods, but the student must move out of their passive, receptive role, which may be less comfortable for many. We also found this method to be suitable for continuous learning instead of so-called campaign-like learning, which focuses only on a short period before the examination. This was important to us since intensive learning before the exams is often effective in short term, but forgetting is also extremely rapid afterwards.For the first-year mechatronics and energy engineering students at BME Faculty of Mechanical Engineering, with the help of the EduBase Online Education Platform, we completed an easy-to-implement calculus course that took into account the aspects of the test effect and took advantage of its benefits. In this article, we present the results of our research in the spring semester of the academic year 2018/2019 in the Mathematics G2 course. From week to week, we followed the learning activity of the students on a daily basis, examining their results achieved through campaign-like and continuous learning.

Dental caries, though common, presents with considerable variation in occurrence between countries, regions within countries, areas within regions, and among social and ethnic groups. The aim of this study was to describe the oral health status and practices of primary school children in the western region of Cameroon. This was a comparative descriptive cross sectional study took place in April to October 2018 in primary schools located in three localities (Urban, semi urban and rural) of the West region of Cameroon using a multistage random (cluster) sampling technique. There were a predominance of female pupils 265(54.9 %) than males 218 (45.1 %) and 411 (85.1 %) of the pupils had toothbrushes with the majority from urban areas 142 (94.7%). The frequency of brushing was higher in urban than the semi-urban and rural areas and 212 (50.5) of them brushed teeth once a day and nearly half 184 (43.8) twice daily. More than half 238 (56.7) of the children brush before breakfast wake up less than half brush 176 (42%) brush after supper. Two third 280(66.8%) of the children brush their teeth with toothbrush and without toothpaste 54(39.4%) was higher in rural areas. Wood ash 7 (5.1%), soap 4(2.9%) and chewing sticks 3(2, 2%) were most frequently used for brushing in rural areas. The majority 395 (82 %) of the children had plaque, 73(15.1 %) presented with dental mal positions, 341 (70.6 %) with bleeding gums and 223 (46.2 %) had calculus which was predominant in lower incisors. The prevalence of dental caries in the entire population was 28.1%.The majority of pupils 346 (71.6 %) were caries free and 01 (0.2 %) had a missing tooth due to decay. None of the children presented with filled teeth. The mean DMFT was higher in the rural (0.39) as compared to the semi urban (0.18) and the urban (0.09) respectively. The mean DMFT index of the entire population was 0.28 while 135(27.9%) of the pupils presented with enamel caries which was predominant in the first permanent molar, 19 (47.2%) presented with deep caries mostly in the second deciduous molars and 8 (22.5%) presented with enamel caries on the second deciduous molars. Dental trauma 12 (2.5%) was mostly found in the upper central incisors. More than a third 61(36.1%) of the pupils who presented with gingivitis were from rural areas,43(25,4%) from semi urban, and 40(26.7%) from urban areas. Almost all the children who lived in semi-urban 157(92.9%) and in urban areas 150 (78.7%) consumed cariogenic diets. A third of the children who ate in-between meals lived in urban areas149 (34.2%) while 123 (72.8%) of the children in semi-urban areas were conscious of their oral hygiene, and 61 (37.2%) of the children’s food are controlled by the parents. Only 37 (7.7 %) of the children have done have ever been to a dentist. The prevalence of dental caries, periodontal diseases and other orofacial lesions in the western region of Cameroon was low. Dental caries was found to be higher in rural and urban areas. Collaboration between the ministries of health and basic education is necessary as a measure to institute oral health education in primary schools. This will go a long way to reduce inequalities in oral health by improving in the oral practices.

Actualmente, la obesidad es una de las enfermedades nutricionales que afectan con gran significación la población ecuatoriana y en especial la manabita y esto se debe a lo variada que resulta la gastronomía en la provincia, partiendo de esta idea, se desarrolló esta investigación, especialmente con el objetivo de realizar una revisión bibliográfica que resumiera los aspectos más importantes relacionados con los riesgos que implican el sobrepeso y la obesidad desde el punto de vista energético y también para caracterizar la situación actual de la población representada por los estudiantes que cursan el primer año de bachillerato en la Unidad Educativa “ITSUP”. Para ello se utilizó la población adolescente de los estudiantes que cursan el bachillerato en cualquiera de sus modalidades de la institución antes mencionada. Se llevó a cabo un control antropométrico de peso/talla de los estudiantes antes señalados, con la finalidad de poder evaluar, calcular y sacar el diagnóstico del índice de masa corporal de ingreso de cada uno de ellos. Se concluyó que el síndrome de la obesidad se debe a varias causas y factores, como el cultural, el amplio surtido de alimentos en la región, y lo económico que éstos resultan; se concluye además en que una cuarta parte de los adolescentes del instituto, presentan un peso por encima del adecuado. Palabras claves: Obesidad, sobrepeso, riesgos, balance energético, nutrición Risks involved in overweight and obesity for health from the energy point of view Abstract Nowadays, obesity is one of the nutritional diseases with great significance on the Ecuadorian population and especially the Province of Manabi and this is due to the varied cuisine resulting in the province, based on this idea, this research was carried out, especially in order to perform a literature review to summarize the most important aspects of the risks involved overweight and obesity from the energy point of view and also to characterize the current status of the population represented by the students in the first year of bachelor of Education Unit "ITSUP". For this adolescent population of students in the school in any of the aforementioned modes institution was used. Conducted an anthropometric control weight / height of the students mentioned above, in order to be able to evaluate, calculate and make the diagnosis of body mass index entry each. It was concluded that the syndrome of obesity to various causes and factors, such as cultural, the wide range of food in the region, ; It is also concluded that a quarter of high school adolescents, have a weight above adequate. Keywords: Obesity, overweight, risk, energy balance, nutrition

<p><strong>ABSTRACT</strong><br /><strong></strong></p><p><strong>Background:</strong> Many health care professionals experience a process of transition when entering the workforce. Various barriers have been documented in the literature, including a lack of confidence, challenging interactions with patients and colleagues, workload, increased responsibility, and a fear of making mistakes. Strategies to overcome these barriers, such as orientation and support programs, have been proposed. However, evidence for the transition of students into successful hospital pharmacists is limited.<br /><strong></strong></p><p><strong>Objectives:</strong> To identify key barriers to the transition from student to successful hospital pharmacist and to outline strategies to overcome these barriers.<br /><strong></strong></p><p><strong>Methods:</strong> An electronic survey was distributed to Lower Mainland Pharmacy Services (LMPS) pharmacists, and subsequent one-on-one interviews were completed with a subgroup of new pharmacists.<br /><strong></strong></p><p><strong>Results:</strong> A total of 137 LMPS pharmacists (about 32% of potential respondents) responded to the survey, and 3 of these also participated in an interview. A performance score (used to quantify the transition experience) was calculated for 113 respondents, and there was a correlation between performance score and role satisfaction (r = 0.550, p &lt; 0.001). Performance score was also correlated with years spent working as a hospital pharmacist (r = 0.333, p &lt; 0.001) and with highest level of pharmacy education (r = 0.210, p = 0.026). Work in a specialty area and presence of an orientation program were additional factors associated with higher average performance scores. The greatest need for transitional support was during the first year of work, with trainers and social supports being identified as the most helpful resources. Various perspectives were offered during the interviews, with multiple barriers and strategies proposed.<br /><strong></strong></p><p><strong>Conclusions:</strong> Among respondents to this survey, the key barriers faced during the transition from student to successful hospital pharmacist were limited time working as a hospital pharmacist, lack of additional pharmacy education, lack of knowledge, rotation among multiple areas, uncertainty about role identity, and limited university preparation. Given that successful transition is associated with subsequent job satisfaction, workplace strategies such as limiting the number of practice areas, developing an orientation program, and providing continued support during the first year of work should be encouraged.</p><p><strong>RÉSUMÉ</strong><br /><strong></strong></p><p><strong>Contexte :</strong> Bien des professionnels de la santé passent par un processus de transition lorsqu’ils intègrent le marché du travail. Différents obstacles ont déjà fait l’objet d’études, notamment le manque de confiance, les interactions difficiles avec les patients et les collègues, la charge de travail, l’augmentation des responsabilités et la peur de faire des erreurs. Des stratégies visant à surmonter ces obstacles, comme des programmes d’orientation et de soutien, ont été mises de l’avant. Or il y a peu d’informa-tion sur la transition de l’étudiant vers le pharmacien d’hôpital accompli. <br /><strong></strong></p><p><strong>Objectifs :</strong> Repérer les principaux obstacles à la transition de l’étudiant vers le pharmacien d’hôpital accompli et décrire les stratégies permettant de surmonter ces obstacles.</p><p><strong>Méthodes :</strong> Un sondage électronique a été envoyé aux pharmaciens du Lower Mainland Pharmacy Services (LMPS) (c.-à-d. les services de pharmacie des basses-terres continentales), puis des entrevues individuelles ont été réalisées auprès d’un sous-groupe de nouveaux pharmaciens.</p><p><strong>Résultats :</strong> Au total, 137 pharmaciens du LMPS (environ 32 % des répondants potentiels) ont répondu au sondage et trois d’entre eux ont participé à une entrevue. Pour quantifier la transition vécue, les investigateurs ont calculé la cote de rendement de 113 répondants et ils ont établi une corrélation entre la cote de rendement et la satisfaction au travail (r = 0,550, p &lt; 0,001). Ils ont également corrélé la cote de rendement au nombre d’années passées à travailler comme pharmacien d’hôpital (r = 0,333, p &lt; 0,001) et à des niveaux plus élevés de scolarité en pharmacie (r = 0,210, p = 0,026). Un travail dans un domaine spécialisé et la présence d’un programme d’orientation représentaient des facteurs supplémentaires associés à une moyenne plus élevée des cotes de rendement. C’est au cours de la première année de travail que le besoin de soutien à la transition se faisait le plus sentir, et les formateurs ainsi que le soutien social se sont révélés comme étant les meilleures ressources. Différents points de vue ont été exprimés pendant les entrevues et de multiples obstacles et stratégies ont été abordés.</p><p><strong>Conclusions :</strong> Selon les répondants au sondage, les principaux obstacles évoqués pendant la transition du rôle d’étudiant à celui de pharmacien d’hôpital accompli étaient : le peu de temps consacré au travail de pharmacien d’hôpital, l’absence de formation supplémentaire en pharmacie, des connaissances insuffisantes, la rotation entre différents domaines, les incertitudes concernant la définition du rôle et l’insuffisance de la préparation offerte par l’université. Étant donné qu’une transition réussie est associée à une plus grande satisfaction au travail, il faudrait encourager la mise en place de stratégies en milieu de travail, notamment limiter le nombre de domaines de pratique, établir un programme d’orientation et offrir un soutien continu durant la première année de travail.</p>