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Direct linkNolting, Kimberly; Nolting, Paul – AMATYC Review, 2008
Research supports the effectiveness of matching instructional methods with student learning preferences (Dunn et al., 1995; Pascarella and Terenzini, 2005). Several challenges exist, however, for mathematics departments to design classroom learning experiences that allow students to learn mathematics and learn how to study math through their…
Descriptors: Cognitive Style, Learning Strategies, Teaching Methods, Instructional Improvement
Briggs, William L.; Sullivan, Nora; Handelsman, Mitchell M. – AMATYC Review, 2004
The purpose of this paper is to describe the rationale, design, objectives, and methods underlying a liberal arts mathematics course that has been taught at the University of Colorado at Denver since 1992. The course is well aligned with recent recommendations for introducing quantitative literacy into the undergraduate curriculum. Surveys…
Descriptors: Undergraduate Study, Numeracy, Liberal Arts, Mathematics Instruction
Peer reviewedKeeler, Carolyn M.; Voxman, Mary – AMATYC Review, 1994
Exam scores and final grades of college students (n=34) enrolled in a cooperative learning section of a remedial mathematics course were higher than students (n=42) in a section taught using traditional lecture methods. (15 references) (Author/MKR)
Descriptors: College Students, Cooperative Learning, Higher Education, Mathematics Achievement
Peer reviewedBoyd, Linda H.; Carson, Virginia M. – AMATYC Review, 1991
Indicates that utilizing calculators to introduce algebraic concepts in a prealgebra course provides students with a solid foundation for the study of college mathematics. Pedagogical criteria emphasized the difference between exact and approximate results, appropriate use of the calculator in problem solving, the role of estimation in…
Descriptors: Calculators, Classroom Techniques, Curriculum Development, Experimental Groups
