Addressing the Crisis in College Mathematics: Designing Courses for Student Success

Autor/inn/en	Thiel, Teresa; Peterman, Shahla; Brown, Monica
Titel	Addressing the Crisis in College Mathematics: Designing Courses for Student Success
Quelle	In: Change: The Magazine of Higher Learning, 40 (2008) 4, S.44-49 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
Schlagwörter	Majors (Students); Introductory Courses; College Mathematics; Student Motivation; Algebra; Mathematics Instruction; Curriculum Development; Mathematics Skills; Mathematics Achievement; Time on Task; Active Learning; Student Evaluation; Cognitive Style; Missouri + Suchen Sie Ihr Suchwort? Einführungskurs; Schulische Motivation; Mathematics lessons; Mathematikunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Zeitaufwand; Aktives Lernen; Schulnote; Studentische Bewertung; Cognitive styles; Kognitiver Stil
Abstract	College students' success in a course depends on many factors, including their ability and previous knowledge of the subject, the effectiveness of the instruction, and their motivation to work hard enough to succeed. Introductory courses, including many that satisfy general-education requirements, often pose a particular problem for students who are not interested in the subject or fear failure based on their high-school experiences. Students' low success rates nationally in mathematics courses are particularly damaging because these courses are a gateway to many majors and hence a major stumbling block to students' achievement. This article shares some of the details of a college algebra redesign program at the University of Missouri-St. Louis. The authors present some of the principles that they learned that might be applicable to other courses in which poor student motivation is a major problem and a likely source of student failure. (Contains 1 resource.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10