Active learning strategies with positive effects on students’ achievements in undergraduate mathematics education
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Lugosi-Uribe_Active_learning_s ...
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Final Accepted Manuscript
Affiliation
Univ Arizona, Dept MathIssue Date
2020-06-05Keywords
Active learninggroup-work
collaborative learning
linear regression
undergraduate mathematics education
Metadata
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TAYLOR & FRANCIS LTDCitation
Elizabeth Lugosi & Guillermo Uribe (2020) Active learning strategies with positive effects on students’ achievements in undergraduate mathematics education, International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2020.1773555Rights
© 2020 Informa UK Limited, trading as Taylor & Francis Group.Collection Information
This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.Abstract
The paper describes active learning strategies used in undergraduate college algebra and business calculus courses. There are a variety of active learning strategies described in the literature. We wanted to implement a few that together, satisfy the key characteristics of active learning strategies. The active learning strategies described in this paper are, interactive presentation style, group-work with discussion and feedback, volunteer presentations of solutions by groups, raise students' learning interest towards specific topics, involve students in mathematical explorations, experiments, and projects, and last but not least, continuous motivation and engagement of students. We analyse the relationship between the average results of 27 college algebra and business calculus sections and the effects of the level of use of these active learning strategies. We demonstrate that the application of these strategies has a positive effect on the average results of the sections and the passing rates of the students.Note
12 month embargo; published online: 5 June 2020ISSN
0020-739XEISSN
1464-5211Version
Final accepted manuscriptae974a485f413a2113503eed53cd6c53
10.1080/0020739x.2020.1773555