Outcomes of Incorporating the Science of Learning into Mathematics Curriculum

Autor/inn/en	Nabours, Kathy; Koh, Myung Hwa
Titel	Outcomes of Incorporating the Science of Learning into Mathematics Curriculum
Quelle	In: Community College Journal of Research and Practice, 44 (2020) 6, S.412-426 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2019.1610674
Schlagwörter	Educational Objectives; Mathematics Instruction; Algebra; Curriculum Development; Long Term Memory; Course Evaluation; Mathematics Achievement; College Mathematics; College Students; Study Habits; Teaching Methods; California + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Mathematics lessons; Mathematikunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Langzeitgedächtnis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Collegestudent; Study behavior; Study behaviour; Studienverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	Mathematics faculty created a model for intermediate algebra integrating principles from the science of learning. The redesigned curriculum revolved around two big ideas (solving and graphing) and provided students with information about the formation of long-term memories, the benefits of distributed practice, the impact of physiological aspects of exercise and sleep on learning, and the psychological implications of mindset. The purpose of this study was to explore whether or not incorporating the science of learning into the course had an impact on course success and on future course success. The findings indicated that students in the redesigned model succeeded at a significantly higher rate both in the redesigned course and in subsequent math courses. Mathematical preparedness also demonstrated a significant impact on course success. Finally, this study suggested future studies should be done to confirm the extent that learning about learning increases success in courses other than intermediate algebra. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01