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    Active learning strategies with positive effects on students’ achievements in undergraduate mathematics education

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    Name:
    Lugosi-Uribe_Active_learning_s ...
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    Description:
    Final Accepted Manuscript
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    Author
    Lugosi, Elizabeth
    Uribe, Guillermo
    Affiliation
    Univ Arizona, Dept Math
    Issue Date
    2020-06-05
    Keywords
    Active learning
    group-work
    collaborative learning
    linear regression
    undergraduate mathematics education
    
    Metadata
    Show full item record
    Publisher
    TAYLOR & FRANCIS LTD
    Citation
    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.2020.1773555
    Journal
    INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY
    Rights
    © 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 2020
    ISSN
    0020-739X
    EISSN
    1464-5211
    DOI
    10.1080/0020739x.2020.1773555
    Version
    Final accepted manuscript
    ae974a485f413a2113503eed53cd6c53
    10.1080/0020739x.2020.1773555
    Scopus Count
    Collections
    UA Faculty Publications

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