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dc.contributor.authorLugosi, Elizabeth
dc.contributor.authorUribe, Guillermo
dc.date.accessioned2020-08-03T23:53:11Z
dc.date.available2020-08-03T23:53:11Z
dc.date.issued2020-06-05
dc.identifier.citationElizabeth 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.2020.1773555en_US
dc.identifier.issn0020-739X
dc.identifier.doi10.1080/0020739x.2020.1773555
dc.identifier.urihttp://hdl.handle.net/10150/641987
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherTAYLOR & FRANCIS LTDen_US
dc.rights© 2020 Informa UK Limited, trading as Taylor & Francis Groupen_US
dc.subjectActive learningen_US
dc.subjectgroup-worken_US
dc.subjectcollaborative learningen_US
dc.subjectlinear regressionen_US
dc.subjectundergraduate mathematics educationen_US
dc.titleActive learning strategies with positive effects on students’ achievements in undergraduate mathematics educationen_US
dc.typeArticleen_US
dc.identifier.eissn1464-5211
dc.contributor.departmentUniv Arizona, Dept Mathen_US
dc.identifier.journalINTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGYen_US
dc.description.note12 month embargo; published online: 5 June 2020en_US
dc.description.collectioninformationThis 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.en_US
dc.eprint.versionFinal accepted manuscripten_US
dc.source.journaltitleInternational Journal of Mathematical Education in Science and Technology
dc.source.beginpage1
dc.source.endpage22


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