309
Views
4
CrossRef citations to date
0
Altmetric
Original Articles

Integrating active learning labs in precalculus: Measuring the value added

, ORCID Icon, &

References

  • Almy, K. (2012, August 14). The emporium model: Not a magic bullet for developmental math [Blog post]. Retrieved from http://almydoesmath.blogspot.com/2012/08/the-emporium-model-not-magic-bullet-for.html
  • Apkarian, N., Bowers, J., O’Sullivan, M., & Rasmussen, C. (in press). A case study of change in the teaching and learning of precalculus to calculus 2: What we're doing with what we have. (ID: 1388319 DOI:10.1080/10511970.2017.1388319). To appear in PRIMUS.
  • Barker, W., Bressoud, D., Epp, S., Ganter, S., Haver, B., & Pollatsek, H. (2004). Undergraduate programs and courses in the mathematical sciences: CUPM curriculum guide. Washington, DC: Mathematical Association of America.
  • Boston, M., Bostic, J., Lesseig, K., & Sherman, M. (2015). A comparison of mathematics classroom observation protocols. Mathematics Teacher Educator, 3, 154–175. doi:10.5951/mathteaceduc.3.2.0154
  • Bowers, J. S., & Nickerson, S. (2011). Identifying cyclic patterns of interaction to study individual and collective learning. Mathematical Thinking and Learning, 3(1), 1–28.
  • Bressoud, D. (2015, March). MAA launchings column [Blog post]. Retrieved from http://launchings.blogspot.com/2015/03/the-emporium.html
  • Bressoud, D., & Rasmussen, C. (2015). Seven characteristics of successful calculus programs. Notices of the American Mathematical Society, 62, 144–146. doi:10.1090/noti1209
  • Carr, R., Palmer, S., & Hagel, P. (2015). Active learning: The importance of developing a comprehensive measure. Active Learning in Higher Education, 16, 173–186. doi:10.1177/1469787415589529
  • Cline, K., Zullo, H., Duncan, J., Stewart, A., & Snipes, M. (2013). Creating discussions with classroom voting in linear algebra. International Journal of Mathematical Education in Science and Technology, 44, 1131–1142. doi:10.1080/0020739X.2012.742152
  • Cohen, D. (1995). Crossroads in mathematics: Standards for introductory college mathematics before calculus. Memphis, TN: American Mathematical Association of Two-Year Colleges.
  • Conference Board of Mathematical Sciences. (2016). CBMS joint statement on active learning in postsecondary mathematics. Retrieved from http://www.cbmsweb.org/2016/07/active-learning-in-post-secondary-mathematics-education/
  • Ebert-May, D., Brewer, C., & Allred, S. (1997). Innovation in large lectures: Teaching for active learning. BioScience, 47, 601–607. doi:10.2307/1313166
  • Erlwanger, S. H. (2004). Bennyʼs conception of rules and answers in IPI mathematics. In T. P. Carpenter, J. A. Dossey, & J. L. Koehler (Eds.), Classics in mathematics education research (pp. 48–58). Reston, VA: National Council of Teachers of Mathematics. Original work published 1973.
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering and mathematics. Proceedings of the National Academy of Sciences, 111, 8410–8415. doi:10.1073/pnas.1319030111
  • Ganter, S. (2001). Changing calculus: A report on evaluation efforts and national impact from 1988–1998. Washington, DC: Mathematics Association of America.
  • Gleason, J., & Cofer, L. D. (2014). Mathematics classroom observation protocol for practices results in undergraduate mathematics classrooms. In T. Fukawa-Connelly, G. Karakok, K. Keene, & M. Zandieh (Eds.), Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education (pp. 93–103). Washington, DC: Mathematics Association of America.
  • Gleason, J., Livers, S. D., & Zelkowski, J. (2015, May 18). Mathematics classroom observation protocol for practices: Descriptors manual. Retrieved from http://jgleason.people.ua.edu/uploads/3/8/3/4/38349129/mcop2_descriptors.pdf
  • Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A., & Handelsman, J. (2013). Increasing persistence of college students in STEM. Science, 27, 1455–1456. doi:10.1126/science.1240487
  • Hsu, E., Kysh, J., & Resek, D. (2007). Using rich problems for differentiated instruction. New England Mathematics Journal, 39, 6–13. Retrieved from http://bilbowdish.ipage.com/atmne/journal.html
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity (ASHE-ERIC higher education report no. 4). Retrieved from ERIC database (ED343465). Association for the Study of Higher Education.; ERIC Clearinghouse on Higher Education, Washington, DC.; George Washington Univ., Washington, DC. School of Education and Human Development.
  • Kwon, O. N., Rasmussen, C., & Allen, K. (2005). Students’ retention of mathematical knowledge and skills in differential equations. School Science and Mathematics, 105, 227–239. doi:10.1111/j1949-85942005tb18163x
  • Laursen, S., Hassi, M., Kogan, M., & Weston, T. (2014). Benefits for women and men of inquiry-based learning in college mathematics: A multi-institution study. Journal for Research in Mathematics Education, 45, 406–418. doi:10.5951/jresematheduc4540406
  • Lesser, L. (2011). Low-tech low-cost high-gain real-time assessment? It’s all in the cards easy as ABCD! Texas Mathematics Teacher, 58(2), 18–22. Retrieved from http://tctmonline.org/TCTMdrupal/content/texas-math-teacher-archives
  • Lewis, C. (2015). What is improvement science? Do we need it in education? Educational Researcher, 44(1), 54–61. doi:10.3102/0013189X15570388
  • National Council of Teachers of Mathematics. (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence. Reston, VA: Author.
  • National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for mathematics. Washington, DC: Author.
  • Nickerson, S., Bjorkman, K., Ko, S. J., & Marx, D. (2017). Identification matters: Effects of female peer role models differ by gender between high and low mathematically identified students. Paper presented at the Twentieth Annual Conference on Research in Undergraduate Mathematics Education, February, 2017, San Diego, CA: MAA.
  • Ogden, P., Thompson, D., Russell, A., & Simons, C. (2003). Supplemental instruction: Short and long term impact. Journal of Developmental Education, 263(3), 2–14. Retrieved from https://ncde.appstate.edu/publications/journal-developmental-education-jde
  • Rasmussen, C., Wawro, M., & Zandieh, M. (2015). Examining individual and collective level mathematical progress. Education Studies in Mathematics, 88, 259–281. doi:10.1007/s10649-014-9583-x
  • Struchens, M., Iiams, M., Sears, R., & Ellis, M. (2016). A deeper dive into the plan-do-study-act cycles and measures. In B. R. Lawler, R. N. Ronau, & M. J. Mohr-Schroeder (Eds.), Proceedings of The Fifth Annual Mathematics Teacher Education Partnership Conference. Washington, DC: Association of Public Land-Grant Universities.
  • Talbert, R. (2012, December 18). Doing linear algebra with peer instruction and learning catalytics. The Chronicle of Higher Education. Retrieved from http://www.chronicle.com/
  • Twigg, C. (2011). The math emporium: Higher education’s silver bullet change. Change: the Magazine of Higher Learning, 43(3), 25–34. doi:10.1080/00091383.2011.569241
  • University of Colorado at Boulder. (2016, February 19). Learning assistant program. Retrieved from http://laprogram.colorado.edu/
  • Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11, 167–177. doi:10.1177/1469787410379680

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.