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Journal articles on the topic 'Math Instructors'
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1
Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6 (January 10, 2018): 6. http://dx.doi.org/10.17161/ili.v6i0.7026.
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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.
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Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6, no. 1 (January 10, 2018): 6–12. http://dx.doi.org/10.17161/ili.v6i1.7026.
Full textAbstract:
Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.
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Menz, Petra, and Veselin Jungic. "A University Math Help Centre as a Support Framework for Students, the Instructor, the Course, and the Department." Journal of University Teaching and Learning Practice 12, no. 1 (January 1, 2015): 88–106. http://dx.doi.org/10.53761/1.12.1.7.
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Among many challenges a math department at a post-secondary institution will most likely be faced with the optimization problem of how best to offer out-of-lecture learning support to several thousand firstand second-year university students enrolled in large math service courses within given spatial, scheduling, financial, technological, and manpower resource constraints, and at the same time ease the administrative work of the instructor. This article describes how math workshops, essentially math help centres, are set up in the Department of Mathematics at Simon Fraser University so that they provide the administrative and learning support structure for the students, the instructor, the course, and the department. The roles and responsibilities of the workshop coordinator, instructors, teaching assistants, and students are outlined along with a discussion of the challenges and benefits of this support framework.
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Mean, Jessica. "Peer Motivation: Getting Through Math Together." Journal of Humanistic Mathematics 11, no. 1 (January 2021): 113–35. http://dx.doi.org/10.5642/jhummath.202101.08.
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Students have a complex relationship with mathematics. Some love it, but more often than not, the feelings are less favorable. These feelings can lead to decreased motivation which makes it difficult for students to engage with the subject as the semester progresses. Instructors also have difficulty addressing this waning motivation. In this paper, we claim peers are better able to connect with the students and this can be leveraged to better motivate students. We present an approach to having peers motivate their students. These peer interactions integrated with a mandatory mathematics course might improve students’ motivation.
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Macgregor, S. Kim, Jonathan Z. Shapiro, and Richard Niemiec. "Effects of a Computer-Augmented Learning Environment on Math Achievement for Students with Differing Cognitive Style." Journal of Educational Computing Research 4, no. 4 (November 1988): 453–65. http://dx.doi.org/10.2190/nbld-3eb6-4w47-yvgb.
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The relationship between cognitive style and success in a computer-augmented learning environment was investigated. Fifty-nine students enrolled in a developmental education course in algebra were assigned to one of two instructors and one of two treatment conditions (computer-augmented instruction or traditional instruction). Student cognitive style (field-independence-dependence) was determined by performance on the Group Embedded Figures Test. Significant variables identified from a stepwise regression included main effects for prior achievement, cognitive style, and instructor. In addition, a significant treatment by cognitive style interaction was found. Field-dependent students exhibited greater math achievement in a computer-augmented environment, whereas students with indiscriminate cognitive style demonstrated greater achievement in a traditional learning environment. The results supported the hypothesis that learning environments differentially effect students with dissimilar cognitive style characteristics.
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Orlov, George, Douglas McKee, Irene R. Foster, Daria Bottan, and Stephanie R. Thomas. "Identifying Students at Risk Using a New Math Skills Assessment." AEA Papers and Proceedings 111 (May 1, 2021): 97–101. http://dx.doi.org/10.1257/pandp.20211044.
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Math skills are critical for success in economics courses. However, instructors often lack information about the level and extent of their students' underpreparedness in mathematics. In this paper, we describe the development of two new assessments of math skills relevant for introductory and intermediate economics courses. The assessments may be used early in the semester to evaluate students and identify those with weak math skills. With data from introductory and intermediate microeconomics courses, we employ two different methodologies, a simple threshold analysis and a more sophisticated LASSO logit approach, to illustrate how our assessments identify students at risk of underperforming.
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Andrews, Sarah E., Christopher Runyon, and Melissa L. Aikens. "The Math–Biology Values Instrument: Development of a Tool to Measure Life Science Majors’ Task Values of Using Math in the Context of Biology." CBE—Life Sciences Education 16, no. 3 (September 2017): ar45. http://dx.doi.org/10.1187/cbe.17-03-0043.
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In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students’ personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math–Biology Values Instrument (MBVI), an 11-item college-level self-report instrument grounded in expectancy-value theory, to measure life science students’ interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student’s value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math–biology values and understand how math–biology values are related to students’ achievement and decisions to pursue more advanced quantitative-based courses.
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Jackson, Carol D., and R. Jon Leffingwell. "The Role of Instructors in Creating Math Anxiety in Students from Kindergarten through College." Mathematics Teacher 92, no. 7 (October 1999): 583–86. http://dx.doi.org/10.5951/mt.92.7.0583.
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I just don't like math.” How often have students uttered these anxiety-based words? The primary purpose of this research was to investigate the types of instructor behavior that created or exacerbated anxiety. In addition, the authors wanted to determine the grade levels (K—college) in which mathematics anxiety first occurred in these students. In this article, the term instructor includes anyone who teaches at any level, kindergarten through college.
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Graham, Andrew. "Field-tested Learning Assessment Guide for Science, Technology, Engineering, and Math Instructors (STEM)." Physics Teacher 40, no. 9 (December 2002): 559. http://dx.doi.org/10.1119/1.1534828.
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Ward, Carol, Sachiko Jepson, Kacey Jones, and Richard Littlebear. "Making Math Count: Tribal College Leadership in Education Reform on the Northern Cheyenne Reservation." American Indian Culture and Research Journal 38, no. 3 (January 1, 2014): 107–34. http://dx.doi.org/10.17953/aicr.38.3.xg78874811842n73.
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Recently, Chief Dull Knife College, the tribal college of the Northern Cheyenne Nation, took new actions to assert sovereignty in relation to reservation schooling. This case study presents an account of these actions, which illustrates the kind of resistance that Hall and Fenelon suggest is possible in tribal college settings. Specifically, as a result of math curriculum reform at the Chief Dull Knife College, student success in math increased. Moreover, unintended consequences include that Northern Cheyenne student identities have been strengthened; college instructors use more culturally relevant strategies; and the tribal college has assumed a new leadership role in improving local schooling.
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Baumgartner, Erin, Lindsay Biga, Karen Bledsoe, James Dawson, Julie Grammer, Ava Howard, and Jeffrey Snyder. "Exploring Phytoplankton Population Investigation Growth to Enhance Quantitative Literacy." American Biology Teacher 77, no. 4 (April 1, 2015): 265–72. http://dx.doi.org/10.1525/abt.2015.77.4.6.
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Quantitative literacy is essential to biological literacy (and is one of the core concepts in Vision and Change in Undergraduate Biology Education: A Call to Action;AAAS 2009). Building quantitative literacy is a challenging endeavor for biology instructors. Integrating mathematical skills into biological investigations can help build quantitative literacy. In our plankton population laboratory sequence, students test hypotheses about the influence of abiotic factors on phytoplankton populations by sampling experimental and control flasks over multiple weeks. Students track and predict changes in planktonic populations by incorporating weekly sample estimates into population growth equations. We have refined the laboratory protocols on the basis of student commentary and instructor observations. Students have reviewed the lab positively, and approximately one-quarter of them reported building their math skills by participating in the lab.
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Gurko, Krista. "CAPES/FIPSE year one experience report: why begin with math learning objects?" ETD - Educação Temática Digital 12 (November 18, 2010): 252. http://dx.doi.org/10.20396/etd.v12i0.1212.
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This experience report describes one student’s perspective about being a part of the first CAPES/FIPSE exchange session that brought her to study at Universidade Estadual de Campinas (UNICAMP) in Brazil from Utah State University (USU) in the United States. In June and July 2010, this student joined two other university students to present the CAPES/FIPSE project and the related math learning objects at four schools in Campinas. This article provides an overview of the project and offers this student’s thoughts about possible reasons for the instructors’ immediate responses and future plans with the digital learning objects.
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Casad, Bettina J., Patricia Hale, and Faye L. Wachs. "Stereotype Threat Among Girls." Psychology of Women Quarterly 41, no. 4 (August 28, 2017): 513–29. http://dx.doi.org/10.1177/0361684317711412.
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Effects of stereotype threat on math performance have been well-documented among college women; however, the prevalence among adolescent girls is less well-known. Further, the moderating role of gender identity and effects of stereotype threat on high achieving girls in math is unknown. This study tested the effects of a stereotype threat condition (vs. control group) among middle school girls in standard and honors math classes and examined gender identity as a moderator. Students ( N = 498) completed pre- and post-questionnaires and a math test as part of a stereotype threat experiment. Gender identity moderated effects of stereotype threat on math discounting, disengagement, attitudes, and performance, but whether gender identity was a protective or risk factor differed by math education context (honors math and standard math classes). Gender identity was protective for girls in honors math for attitudes, discounting, and disengagement but was a risk factor for math performance. Gender identity was a risk factor for disengagement and math attitudes among girls in standard math classes, but was a buffer for math performance. Results suggest the need to examine protective and risk properties of gender identity importance for adolescent girls and the need to examine stereotype threat within educational contexts. Stereotype threat can be reduced through interventions; thus, educators and practitioners can collaborate with social scientists to implement widespread interventions in K–12 schools. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684317711412 . Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index
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Zagar, Robert John, Joseph W. Kovach, Ahmed Lakhani, Tracy Stone, Ishup Singh, Mariana Portela, and Bernie Berroa. "Can the WRAT-4 Math Computation Subtest Predict Final Grade in College-Level Science." Review of European Studies 10, no. 4 (October 25, 2018): 144. http://dx.doi.org/10.5539/res.v10n4p144.
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Seventy-one, freshman through senior undergraduate college students 28 males and 43 females, M age =22.34 yr., SD = 4.20 in 5 different science classes were administered the Wide Range Achievement Test Fourth Edition (WRAT-4) Math Computation Subtest. Predictive validity coefficients were calculated relative to the criterion of the final class grade. The validity coefficient for the pre-course WRAT score was statistically significant. The WRAT-4 Math subtest can be used by instructors to examine performance on specific items to judge the appropriateness of a student’s placement in either entry-level or advanced science courses. However, high school grades are also a good predictor of completing the college curriculum and should be used along with math computation skills scores. Also motivation to complete college level science courses and socioeconomic status may be covariates in predicting college science final grade and eventual graduation from college.
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Ramos Salazar, Leslie. "EXPLORING THE EFFECT OF COLORING MANDALAS ON STUDENTS’ MATH ANXIETY IN BUSINESS STATISTICS COURSES." Business, Management and Education 17, no. 2 (October 22, 2019): 134–51. http://dx.doi.org/10.3846/bme.2019.11024.
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Purpose – the purpose of this article is to review a quasi-experiment study examining whether business students’ math anxiety is reduced after participating in mandala coloring activities. Research methodology – the research methodology integrated quantitative methods including independent t-tests and ANOVAs in a non-random convenient sample of 106 undergraduate students in 2018 in Texas, United States. Findings – results from the one-way ANOVA and t-test analyses revealed that anxiety levels differed across groups, such that after coloring a pre-drawn mandala, math anxiety was significantly reduced in comparison to the control (doodling) group. Paired sample t tests also demonstrated that when comparing the anxiety levels at the baseline and post-treatment, math anxiety was reduced after performing both the pre-drawn and free-coloring mandala activities. Additionally, an independent sample t-test and a two-by-two factorial ANOVA demonstrated that males experienced a significant reduction in their math anxiety than the females did after performing the mandala coloring activity. Research limitations – the study used a convenient sample, self-reported items, and a math anxiety measurement. Also, the findings found short-term evidence of math anxiety. Practical implications – the findings of this study suggest that business statistics instructors who integrate a mandala coloring activity in anxiety-provoking undertakings may help to reduce their students’ math anxiety. Originality/Value – This study is the first to investigate mandala coloring to reduce math anxiety in business students. Unlike previous studies that focus on anxiety in general, this study examines the benefit of mandala coloring on students’ math anxiety.
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Shelton, Brett E., and Mary Ann Parlin. "Teaching Math to Deaf/Hard-of-Hearing (DHH) Children Using Mobile Games." International Journal of Mobile and Blended Learning 8, no. 1 (January 2016): 1–17. http://dx.doi.org/10.4018/ijmbl.2016010101.
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Leveraging the use of mobile devices for education, such as instructional games, is an area of increasing interest for targeted subpopulations of students including those who are deaf/hard-of-hearing (DHH). This paper outlines the perspectives of Deaf Education teachers and DHH children who participated in the GeePerS*Math project. Interviews and surveys provide data from the primary implementation of the technology in an ecologically valid setting. Findings included similar results from both teachers and students with regard to attitudes and transfer of skills within the game to those in traditional curriculum. Unintended outcomes, such as gaining orienteering skills and peer-tutoring, were also noted. The results helped to inform the designers of educational technology with ways to relate with classroom instructors and children when creating advanced mobile applications.
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Staats, Susan, and Douglas Robertson. "Designing Tasks For Math Modeling In College Algebra: A Critical Review." Journal of College Teaching & Learning (TLC) 11, no. 2 (April 23, 2014): 85. http://dx.doi.org/10.19030/tlc.v11i2.8546.
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Over the last decade, the pedagogical approach known as mathematical modeling has received increased interest in college algebra classes in the United States. Math modeling assignments ask students to develop their own problem-solving tools to address non-routine, realistic scenarios. The open-ended quality of modeling activities creates dilemmas for teachers who design the assignments and convey grading expectations to students. This article provides a critical review of our own approach to task design for modeling as well as the extensive contributions in the United Kingdom (UK) and elsewhere in Europe dating from the 1980s and 1990s. Each approach attends differently to several competing needs: modeling as a process, modeling competencies, and developing clarity in academic writing. These resources provide substantial support for instructors of college algebra and other early undergraduate mathematics classes in the U.S. who may be embarking for the first time on task design and grading in a modeling framework.
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Markle, Gail. "Factors Influencing Achievement in Undergraduate Social Science Research Methods Courses." Teaching Sociology 45, no. 2 (October 27, 2016): 105–15. http://dx.doi.org/10.1177/0092055x16676302.
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Undergraduate social science research methods courses tend to have higher than average rates of failure and withdrawal. Lack of success in these courses impedes students’ progression through their degree programs and negatively impacts institutional retention and graduation rates. Grounded in adult learning theory, this mixed methods study examines the factors that influence student achievement in these courses among a sample of 724 social science students. Quantitative results indicate math self-concept, the belief that being good at math is necessary for success in the course; anxiety; attributions of course utility; learning approach; and GPA predict perceived learning. Qualitative results suggest students’ research self-concepts shape whether they take a deep learning approach (leaning in) or a surface learning approach (resistance) to the course. Course instructors also impact students’ perceptions of learning.
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Rosen, Amanda M. "The Best Breakfast in Town: A Comprehensive Research Methods Project." PS: Political Science & Politics 51, no. 01 (January 2018): 173–77. http://dx.doi.org/10.1017/s1049096517001895.
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ABSTRACT When instructors are first tasked with teaching the research methods course for their department, a common reaction is frustration and panic. Although all political scientists are trained in research methods, few besides methodologists view it as their primary or strongest area of expertise, and they are aware that the course rarely returns high teaching evaluations (Fletcher and Painter-Main 2014). Likewise, students approach their required research methods course with extreme anxiety, viewing it as the math class they were trying to avoid by majoring in political science (Bernstein and Allen 2013; Coleman and Conrad 2007). With instructors unhappily teaching the class and students dreading taking it, there is a “perfect storm” of attitudes and beliefs that is hardly likely to lead to a productive learning environment. The challenge driving this article is how to teach research methods in a rigorous, engaging way that promotes student learning without tanking scores on teaching evaluations.
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RABIN, LAURA, LAUREN FINK, ANJALI KRISHNAN, JOSHUA FOGEL, LORIN BERMAN, and ROSE BERGDOLL. "A MEASURE OF BASIC MATH SKILLS FOR USE WITH UNDERGRADUATE STATISTICS STUDENTS: THE MACS." STATISTICS EDUCATION RESEARCH JOURNAL 17, no. 2 (November 30, 2018): 179–95. http://dx.doi.org/10.52041/serj.v17i2.165.
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Mathematical competency is related to performance in introductory statistics courses and may be a roadblock to successful course completion. We developed a new measure (Math Assessment for College Students, MACS) of basic mathematics skills that improves upon measures previously used in undergraduate settings. The MACS is freely available and contains items not typically included on standardized measures of mathematical ability. We administered the 44-item MACS to 414 undergraduate psychology statistics students, and used a multiple correspondence analysis to eliminate 14 items, resulting in a 30-item measure with strong psychometric properties. MACS scores showed statistically significant moderate correlations with a commonly used standardized measure of basic mathematics skills and with overall statistics course grade. We discuss the utility of the MACS and how the MACS may help course instructors identify areas of mathematical deficiency that require remediation. First published November 2018 at Statistics Education Research Journal Archives
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Burkholder, Eric, Lena Blackmon, and Carl Wieman. "What factors impact student performance in introductory physics?" PLOS ONE 15, no. 12 (December 17, 2020): e0244146. http://dx.doi.org/10.1371/journal.pone.0244146.
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In a previous study, we found that students' incoming preparation in physics—crudely measured by concept inventory prescores and math SAT or ACT scores—explains 34% of the variation in Physics 1 final exam scores at Stanford University. In this study, we sought to understand the large variation in exam scores not explained by these measures of incoming preparation. Why are some students’ successful in physics 1 independent of their preparation? To answer this question, we interviewed 34 students with particularly low concept inventory prescores and math SAT/ACT scores about their experiences in the course. We unexpectedly found a set of common practices and attitudes. We found that students’ use of instructional resources had relatively little impact on course performance, while student characteristics, student attitudes, and students’ interactions outside the classroom all had a more substantial impact on course performance. These results offer some guidance as to how instructors might help all students succeed in introductory physics courses.
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Rattan, Aneeta, Catherine Good, and Carol S. Dweck. "“It's ok — Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students." Journal of Experimental Social Psychology 48, no. 3 (May 2012): 731–37. http://dx.doi.org/10.1016/j.jesp.2011.12.012.
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Harris, Victor William, and Heidi Harris. "Toward a Start-to-Finish Cross-Disciplinary Instructional Model for National and International Higher Education." World Journal of Education 10, no. 2 (April 20, 2020): 141. http://dx.doi.org/10.5430/wje.v10n2p141.
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Using their cross-disciplinary review of Ideas that Work in College Teaching, the authors explore the pedagogical commonalities of fifteen higher education instructors from SUNY Potsdam (State University of New York at Potsdam) in an attempt to reveal the secrets of teaching success across thirteen academic disciplines—math, computer science, geology, modern languages, political science, philosophy, history, biology, psychology, sociology, physics, and art. While the specific instructional disciplines varied considerably in the content that was both studied and presented, the authors found that the principles of effective teaching were quite similar across each of these disciplines. The insights shared by these fifteen accomplished instructors provide pedagogical wisdom that all teachers can learn from regardless of context or developmental age and stage of student capability and competence. Common goals and principles associated with effective teaching in higher education are highlighted using specific examples from individual authors where appropriate. A new model of instruction is then introduced: Attention, Interact, Apply, Invite – Fact, Think, Feel, Do (AIAI-FTFD), as a potential start-to-finish approach to effective teaching in higher education. Implications for use of the model in both national and international higher education contexts are discussed.
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RABIN, LAURA A., ANJALI KRISHNAN, ROSE BERGDOLL, and JOSHUA FOGEL. "CORRELATES OF EXAM PERFORMANCE IN AN INTRODUCTORY STATISTICS COURSE: BASIC MATH SKILLS ALONG WITH SELF-REPORTED PSYCHOLOGICAL/BEHAVIORAL AND DEMOGRAPHIC VARIABLES." STATISTICS EDUCATION RESEARCH JOURNAL 20, no. 1 (June 23, 2021): 3. http://dx.doi.org/10.52041/serj.v20i1.97.
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This study investigated whether basic mathematics skills are associated with undergraduate psychology statistics course performance while simultaneously considering self-reported psychological/behavioral and demographic variables. Participants (n = 460) completed a Math Assessment for College Students (MACS), which included questions ranging from calculating percentages to graphical interpretation. The researchers used a discriminant correspondence analysis to reveal differences in course performance evaluated as the average of three exam grades. For the variation in the average exam scores accounted for by our model, the MACS scores provided the largest contribution. Other variables associated with better exam grades included white ethnicity, non-transfer status, lower year in school, and low procrastination. The researchers discuss the implications for helping instructors identify areas of basic mathematical deficiency and strength.
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Eshet, Yovav, Pnina Steinberger, and Keren Grinautsky. "Relationship between Statistics Anxiety and Academic Dishonesty: A Comparison between Learning Environments in Social Sciences." Sustainability 13, no. 3 (February 2, 2021): 1564. http://dx.doi.org/10.3390/su13031564.
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The current research examines the impact of Statistics Anxiety on academic ethical behavior as manifesting in undergraduate social science students attending introductory statistics courses in different learning environments: Covid-19-Emergency Remote Teaching (ERT), Planned Online Environment (POE), and Face-to-Face (F2F) courses. Data were collected from students in academic institutions studying for a bachelor’s degree in the social sciences. Structural Equation Modeling (SEM) was used to examine the relationship between students’ previous academic achievements and Academic Dishonesty mediated by Statistics Anxiety. The results of multi-group analysis show that path coefficients differ between the three learning environments (POE, F2F, and ERT). Specifically, the results support a model in which previous math and academic achievements are significantly related to Academic Dishonesty mediated by Statistics Anxiety in a POE context only. Accordingly, POE statistics learning is less effective than F2F instruction and practice. Our research shows that instructors’ presence in the learning process reduces students’ anxiety levels and unethical behavior. Thus, we recommend that in POE, the instructor’s presence includes supportive, emphatic, and interpersonal interaction to reduce virtual distance. We conclude that introductory courses in statistics need to empower students experiencing Statistics Anxiety for a better sustainable statistical literacy population.
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Kahalon, Rotem, Nurit Shnabel, and Julia C. Becker. "“Don’t Bother Your Pretty Little Head”." Psychology of Women Quarterly 42, no. 2 (March 1, 2018): 136–50. http://dx.doi.org/10.1177/0361684318758596.
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We examined whether appearance compliments, despite their flattery, undermine cognitive performance. In Study 1, women participants ( N = 88 Israeli university students) who wrote about past situations in which they had received appearance compliments (but not competence-related compliments) showed worse math performance than women in a control/no compliment condition—especially if they scored high on trait self-objectification (TSO). In Study 2, men and women participants ( nwomen = 73, nmen = 75 Israeli university students) received bogus occupational evaluation feedback, which did or did not include an appearance compliment. Although appearance compliments led to mood improvement among participants with high TSO, they also undermined math performance among both women and men. Because receiving appearance compliments is a common experience for women (whereas men are typically complimented for their competencies), our findings suggest that appearance compliments serve as a mechanism that might subtly perpetuate gender inequality. For the promotion of societal gender equality, it is important that the public is aware that appearance compliments, even if meant well, may create sexist environments. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index
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Sapazhanov, Yershat, Alibek Orynbassar, Shirali Kadyrov, and Bakhyt Sydykhov. "Factors Affecting Mathematics Achievement In Central Asian Specialized Universities." International Journal of Emerging Technologies in Learning (iJET) 15, no. 19 (October 5, 2020): 143. http://dx.doi.org/10.3991/ijet.v15i19.15629.
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This study examines variables explaining student’s academic performances in mathematics from specialized engineering institutions. A survey consisting of 42 items was conducted from 127 students and statistical multiple regression was carried out to analyze the data set. Based on Fennema-Sherman Mathematics Attitude Scales followed by the result of stepwise linear regression, found a significant impact of high school geometry grades in mathematics performance. Au-thors suggest that mathematics instructors in higher education should pay attention to improve their student’s confidence, which in turn would decrease the anxiety level towards mathematics. The high school teachers should not advise their students to go to technical sciences in higher education unless the student’s confidence and high school math grade are sufficiently high
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Pasha-Zaidi, Nausheen, and Ernest Afari. "Gender in STEM Education: an Exploratory Study of Student Perceptions of Math and Science Instructors in the United Arab Emirates." International Journal of Science and Mathematics Education 14, no. 7 (July 2, 2015): 1215–31. http://dx.doi.org/10.1007/s10763-015-9656-z.
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Mitchell, Charles E. "Henry Wadsworth Longfellow, Poet Extraordinaire." Mathematics Teacher 82, no. 5 (May 1989): 378–79. http://dx.doi.org/10.5951/mt.82.5.0378.
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That Henry Wadsworth Longfellow was one of America's most outstanding poets is hardly a little-known fact. That he was also an accomplished mathematician is something few people know. One of the problems mathematics instructors face is dealing with mathematics anxiety and the myth that “some people have a math mind and some don't” (Kogelman and Warren 1978). Mathematics is often viewed as a “mystique accessible to few” (Buxton 1981); and even many educators will categorize a student as a non mathematics person, thus students “are steered away from precollege mathematics” and “not even given the chance to fail” (Tobias 1978). We forget that success in mathematics is dependent on interest as much as ability. and I am afraid that we often do not take the steps we could to reach individual students
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Tran, The Vinh, Tran Kim Thanh, Tran Manh Tuong, and Vu Anh Linh Duy. "APPLICATION OF MACHINE LEARNING MODELS IN ENROLLMENT AND STUDENT TRAINING AT VIETNAMESE UNIVERSITIES." Applied Aspects of Information Technology 3, no. 4 (November 20, 2020): 276–87. http://dx.doi.org/10.15276/aait.04.2020.5.
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In Vietnam, since 2015, the Ministry of Education and Training of Vietnam has decided to abolish university entrance exams and advocates the use of high school graduation exam results of candidates for admission to go to universities. The 2015 and 2016 exam questions for the Math exam are the essay questions. From 2017 up to now, the Ministry of Education and Training of Vietnam has applied the form of multiple-choice exams for Mathematics in the high school graduation exam. There are many mixed opinions about the impact of this form of examination and admission on the quality of university students. In particular, the switch from the form of essay examination to multiple-choice exams led the entire Vietnam Mathematical Association at that time to send recommendations on continuing to maintain the form of essay examination for mathematics. The purposes of this article are analysis and evaluation the effects of relevant factors on the academic performance of advanced math students of university students, and offer solutions to optimize university entrance exam. The data set was provided by Training Management Department and Training Quality Control and Testing Laboratory of the University of Finance – Marketing. This dataset includes information about math high school graduation test scores, learning process scores (scores assessed by direct instructors), and advanced math course end test scores of 2834 students in courses from 2015 to 2019. Linear and non-linear regression machine learning models were used to solve the tasks given in this article. An analysis of the data was conducted to reveal the advantages and disadvantages of the change in university enrollment of the Vietnamese Ministry of Education and Training. Tools from the Python libraries have been supported and used effectively in the process of solving problems. Through building and surveying the model, there are suggestions and solutions to problems in enrollment and input quality assurance. Specifically, in the preparation of entrance exams, the entrance exam questions should not exceed 61-66 % of multiple choice questions.
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Chiel, Hillel J., Jeffrey M. McManus, and Kendrick M. Shaw. "From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students." CBE—Life Sciences Education 9, no. 3 (September 2010): 248–65. http://dx.doi.org/10.1187/cbe.10-03-0022.
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We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology.
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Petrun Sayers, Elizabeth L., Christopher A. Craig, Susan Gilbertz, Song Feng, Rita T. Karam, and Angelena Bohman. "Advancing STEM-Based Business Sustainability: Mending the Curricular Gap." Management Teaching Review 5, no. 1 (June 11, 2019): 82–93. http://dx.doi.org/10.1177/2379298119852313.
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Businesses are increasingly facing economic, social, and environmental sustainability challenges. Science, technology, engineering, and math (STEM) are needed to address business sustainability needs, yet such competencies are noticeably absent from academic literature and business curricula. To mend the curricular gap, we make the case for developing cross-disciplinary STEM-based business sustainability curricula that enhance students’ sustainability literacy and cognitive abilities related to STEM and sustainability. A literature review is provided that documents curricular gaps specific to STEM and sustainability in the academic literature and in business sustainability program offerings. We then present a framework that can be used to integrate STEM and sustainability across the curricula and to evaluate curricular implementation. This review provides timely and relevant information that can help business management educators, instructors, and administrators justify, design, develop, implement, and evaluate STEM-based business sustainability curricula.
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Yeni, Sabiha, and Kursat Cagiltay. "A heuristic evaluation to support the instructional and enjoyment aspects of a math game." Program 51, no. 4 (November 7, 2017): 406–23. http://dx.doi.org/10.1108/prog-07-2016-0050.
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Purpose The purpose of this paper is to provide information about the design principles of educational games in the context of an educational math game example to educational game developers and instructors. Especially, it tries to demonstrate the importance of the academic content-fantasy integration and entertainment factors of educational games from the viewpoint of the experts. For this purpose, as a sample, an educational math game was examined to see how successful is the academic aspect, fantasy aspect, academic-fantasy aspects integration and enjoyment aspect of the game. Good aspects of the game and aspects need improvement were summarized for guidance to game developers while producing educational games. Design/methodology/approach In this study, heuristic evaluation method was used for evaluating the educational math game. In the scope of this study, an example of modern educational computer game was examined by experts in this study. The integration of academic-fantasy context and enjoyment aspects of the game were analyzed deeply by using qualitative and quantitative data collection methods together. Findings According to Relevance Embedding Translation Adaptation Immersion and Naturalization rubric results, embedding element received the highest mean score. It showed that the academic content is well coupled with the fantasy/story content. According to GameFlow criteria, clear goals and feedback sections got the highest scores; on the contrary immersion section got the lowest score. Immersion element of the game should be improved. According to the interview findings, more than half of the participants stated that, in terms of academic content of game, players can actively be involved in learning process during the game. The story of the game and elements used in the game have counterpart in daily life. Didactic elements do not affect learners’ flow in the game. It is easy to learn and feedbacks are enough and useful. Originality/value This study offered suggestions to designers for developing good educational games which are well balanced with academic and fantasy context.
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Williamson, Vickie M., Deborah Rush Walker, Eric Chuu, Susan Broadway, Blain Mamiya, Cynthia B. Powell, G. Robert Shelton, Rebecca Weber, Alan R. Dabney, and Diana Mason. "Impact of basic arithmetic skills on success in first-semester general chemistry." Chemistry Education Research and Practice 21, no. 1 (2020): 51–61. http://dx.doi.org/10.1039/c9rp00077a.
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First-semester general chemistry is a known “gatekeeper” course due to its high failure rate. These higher education courses are taken by students who for the most part are regularly admitted freshmen, yet many struggle to succeed. In this investigation researchers from six higher-education institutions of varied sizes with student bodies of different ethnic composition teamed up to investigate the Math-Up Skills Test (MUST) as a potential tool to identify at-risk students in first-semester general chemistry (Chem I). A large population (N = 1073) was given the MUST at the beginning of the semester. The MUST had good internal consistency with the sample (Cronbach's alpha = 0.856). The MUST offers a quick 15 minute assessment of basic mathematics ability without a calculator. Instructors may find it easier than other documented predictors, which may take more time or involve obtaining student records (e.g., Math SAT). Results from the MUST support prior findings that mathematics skills correlate with course grades in chemistry. Poor arithmetic automaticity may be an underlying factor in lower performance by many students. With statistical modeling, the MUST, along with other demographic variables, was able to identify students who would go on to make a 69.5% or better in Chem I with a high percent of accuracy. The MUST, in tandem with other demographic variables, should be considered a potential tool for early identification of students at-risk for failing the class.
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Carter, Christina L., Randolph L. Carter, and Alexander H. Foss. "The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students." AERA Open 4, no. 1 (February 2018): 233285841875926. http://dx.doi.org/10.1177/2332858418759266.
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The purpose of this study was to assess the effect of flipping the classroom on final exam scores in a terminal general education college mathematics course for a diverse student population. We employed a quasiexperimental design. Seven instructors collectively taught 13 sections of each pedagogy (flipped/traditional). Six hundred thirty-two students participated. Common final exams were graded concurrently. Mixed-model analyses were performed. Students in flipped sections scored 5.1 percentage points higher on average than those in traditional sections (p = .02) when controlling for math SAT and financial aid status, an improvement of 7.8 points among Black students (p < .01) and 1.0 points among Whites (p = .67). The estimated average difference between White and Black students, conditional on covariates, was 5.2 percentage points in traditional sections (p < .01) and –1.6 in flipped sections (p = .39). The 6.8-point difference in achievement gap between pedagogies was statistically significant (p < .01). Flipping the classroom was associated with improved student performance, particularly among Black students.
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Mitchell, Shelley E., and Justin Q. Moss. "A High School Summer Academy’s Effect on Increasing Awareness of the Horticulture Industry and Its Potential to Develop Future Horticulturists." HortTechnology 27, no. 2 (April 2017): 269–74. http://dx.doi.org/10.21273/horttech03602-16.
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This study examines the impact of a residential horticultural career academy, Camp Tomorrow’s Undergraduates Realizing the Future (TURF), conducted from 2010 to 2016 at Oklahoma State University (OSU) in Stillwater, OK. Each year, up to 25 Oklahoma high school students were engaged in 2 weeks of hands-on activities representing a variety of horticulture-related careers. Instructors for Camp TURF included OSU faculty, staff, and graduate students from the Department of Horticulture and Landscape Architecture, related OSU departments, and horticulture and landscape architecture industry professionals. The Oklahoma State Regents for Higher Education sponsored this career academy, which was geared toward potential first-generation college students, and helped to expose students to the university atmosphere as well as expand their knowledge of science- and math-related career fields. Pre- and postassessments given at Camp TURF show significant changes in college readiness and familiarity with horticulture careers, but did not necessarily increase interest in particular horticulture and landscape architecture careers. Upon following up with academy graduates, we learned that the academy has been a positive experience for numerous attendees, with 76.6% going on to higher education and two students majoring in horticulture and landscape architecture-related areas.
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Sinno, Samar, and Suzanne El Takach. "The Efficacy and Relevancy of the Language Courses in the Preparation of Elementary Science and Mathematics Prospective Teachers." International Journal of Research in Education and Science 6, no. 1 (January 1, 2020): 179. http://dx.doi.org/10.46328/ijres.v6i1.802.
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The present study aims to determine the efficacy and relevancy of the two foreign language courses required for preparing elementary prospective teachers to teach Science and Mathematics in English or French. The study is a mixed one relying on quantitative data collected from the rating scales and the 5-point Likert-type Scale Questionnaires while the qualitative data is collected from the open-ended questions. Data was collected from: a) a questionnaire addressed to professors and instructors who teach the two language courses: “Language of Teaching” (FCE) and “Techniques of Expression” (TE), b) a questionnaire administered to science and mathematics trainers, c) a questionnaire addressed to students in the 2nd and 3rd semesters majoring in science and mathematics Education, d) a questionnaire addressed to a purposeful sample—3rd year students majoring in science and math education, and e) a questionnaire addressed to the science and mathematics coordinators. The objective of the questionnaires is to determine the participants’ conceptions of the efficacy of the foreign language courses, and whether those courses meet the needs of the science and mathematics students. Results indicate that students were not satisfied with the language courses. Recommendations for teaching foreign languages to Science and Mathematics students are also highlighted.
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Gorsuch, Greta. "International teaching assistants at universities: A research agenda." Language Teaching 49, no. 2 (March 18, 2016): 275–90. http://dx.doi.org/10.1017/s0261444815000452.
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International teaching assistants (ITAs) are Indian, Chinese, Korean, Turkish, etc. international students who have been admitted to graduate study at universities in the U.S.A. and Canada, and are being supported as instructors of undergraduate-level classes and labs in biology, chemistry, physics, and math. For the past 30 years, the number of ITAs has been increasing, and many departments at universities have come to rely largely on ITAs to cover their undergraduate teaching needs. As high-intermediate and low-advanced second language learners who must use their second language for professional purposes, ITAs face linguistic, social, professional, and cultural challenges. This is a learner population that deserves more attention, as I hope to establish here with this presentation of six research tasks. I have organized proposed research projects in such a way as to increase readers’ familiarity with this little publicized field, and also to relate the projects to different contexts of inquiry. By ‘contexts’ I mean ‘who is asking what and for what reasons.’ The two contexts of inquiry are: (1) Established areas of ITA program concern, including acquisition of fluency, prosody, and vocabulary; and (2) Working with ‘outside’ theories, such as the Output Hypothesis, and deliberate practice theory.
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Hardwood, David, and Kyle Thompson. "Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 34 (January 1, 2011): 199–200. http://dx.doi.org/10.13001/uwnpsrc.2011.3901.
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This course offers in-service teachers an opportunity to learn about geology and geoscience education through a 2-week inquiry-based field course across Wyoming, South Dakota and Nebraska. In 2011 this course utilized the UW-NPS facilities for 3 days in mid-June. The group discovered local glacial features, evaluated the uplift and subsidence history of the Grand Tetons and Jackson Hole, respectively, and built upon growing geological abilities and knowledge of the geological evolution of the Rocky Mountain region. The 2011 course included seven teacher participants (5 from Nebraska and 2 from North Carolina), one education and media facilitator from the ANDRILL Program at the Univ. of Nebraska-Lincoln (UNL), and two instructors. This course is offered as part of UNLâs Nebraska Math and Science Summer Institute (NMSSI) Program, receiving support from this program, from the Dept. of Earth and Atmospheric Sciences, and private donations. The primary aim of this course is to improve educators' ability to teach inquiry in their classrooms, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments. The UW-NPS facilities provide an excellent opportunity for participants to discover the natural history of the Teton Range.
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Harwood, David, and Kyle Thompson. "University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 35 (January 1, 2012): 168–69. http://dx.doi.org/10.13001/uwnpsrc.2012.3957.
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This field course offers in-service teachers and pre-service science education majors an opportunity to discover the geological history of the Rocky Mountains and experience inquiry-based geoscience education during a 2-week journey across Wyoming, South Dakota and Nebraska. In 2012 this course utilized the UW-NPS facilities for 3 days in mid-June. The group built upon their growing geological knowledge to investigate the geological evolution of the Teton Range. The 2012 course included six in-service teacher participants (all from Nebraska), two pre-service graduate education majors, and one Geoscience Education Research professor who observed the process. The staff included two instructors and one geology undergraduate teaching assistant. This course is offered through the University of Nebraska-Lincolnâs Nebraska Math and Science Summer Institute (NMSSI) Program. This course improves educators' ability to teach inquiry-based science, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments. The UW-NPS facilities provide an excellent opportunity for participants to discover the natural history of the Teton Range and catch up on fieldbook notes while sitting at a real table - - a welcome change from our normal campground setting.
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Getachew, Kinde, and Asfawossen Birhane. "Improving students’ self-efficacy and academic performance in Applied Mathematics through innovative classroom-based strategy at Jimma University, Ethiopia." Tuning Journal for Higher Education 4, no. 1 (November 30, 2016): 119. http://dx.doi.org/10.18543/tjhe-4(1)-2016pp119-143.
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Research on area of self-efficacy theory is scarce in African context though several scholars propose the need for investigating the practical utility of the theory in other cultural settings aside from Western countries. We have tested the theory of self-efficacy in Ethiopian context and showed how an innovative classroom based strategy (promoting students’ mastery experience, exposing students to role model, persuading students the importance of effort and creating favorable attitude towards a subject) influenced self-efficacy belief and academic achievements of students in applied mathematics II employing explanatory sequential mixed methods design. We found statistically significant difference between the experimental group and the control group on mean academic performance of applied math II (t = 2.75, df = 121, p = .007). The magnitude of the mean difference (MD = 5.77) between the two groups was medium (η<sup>2 </sup>= .4978). There was no statistically significant mean difference in the experimental group and the control group on mean score of self-efficacy belief in mathematics (t = .626, df = 85, p = .553) though the experimental group scored higher than the control group. We validated the self-efficacy theory in Ethiopian context and also provided insight how mathematics instructors could use the innovative classroom based strategy. Further study on the applicability and generalization of the intervention package in other contexts is warranted.
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Phipps, Maurice L., and David B. Claxton. "An Investigation into Instructor Effectiveness." Journal of Experiential Education 20, no. 1 (May 1997): 40–46. http://dx.doi.org/10.1177/105382599702000107.
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Instructor effectiveness was investigated at Nantahala Outdoor Center (NOC). The importance of effectiveness in instruction has recently been stressed to enable safe progression in skill acquisition in adventure activities as well as to prevent miseducative experiences. Instructor effectiveness was measured using a questionnaire that was developed using constructs from experiential and physical education theories. The results showed high levels of instruction at NOC. The instrument did discriminate between more and less effective instructors as perceived by students even though overall scores were high—some instructors were scoring consistently higher than others. The differences were true for all the different sub sections of the questionnaire which included structure, communication, perception, motivation, arousal levels, feedback, group processing, action/practice, and leadership. On average the female instructors scored higher on the questionnaire than the male instructors not only with total scores on the questionnaire, but on all sub-sections except the action/practice sub-section. A corresponding check sheet was developed as a result of the research to match the questionnaire for use by instructors as a way for them to remember to include the various aspects of instruction and to use with the questionnaire as a perception check. Although there were differences in instructor effectiveness between the different types of clinics taught at NOC (kayak, canoe, etc.), the results were not statistically significant. Information in the form of comments from individuals and researchers that attended the clinics provided information in detail on an array of topics. Themes that emerged from this qualitative information are summarized to provide information that could assist possible future developments in instructor training for NOC or other centers teaching adventure activities.
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Alkan, Selcuk, and Tuba Ada. "Digital game design on the subject of identities and expansions." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 17–21. http://dx.doi.org/10.18844/prosoc.v4i9.3038.
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This study aimed to design a digital game used in the teaching of identities and expansions and provide modelling by students. This game was designed according to the eighth-grade math curriculum. Unity3d game engine was used in designing the game. The software required to run the game was written by researchers using C# and java script. At the stage of designing, initially, the game was introduced to five mathematics teachers and various arrangements were made according to their opinions. Then, the game was evaluated and given the final form by two instructors who were experts in the field of mathematics education. In general, problems was designed that can be solved by dividing the rectangle given by 2 dimensional and given one edge like (ax + b) into the sub rectangles such as x^2, 2x and 1 and by writing the final result of how many sub-rectangles formed the whole rectangle. The teachers who participated in the evaluation of the game stated that the game was suitable for education and the students would gain interest in the game during the course. Teachers have criticised the game only on visual matters. For education to be more effective, the number of such games and materials should be increased. For design of more effective and more interesting games, we must collaborate with the experts in the field of fine arts. Keywords: digital game; game; expansions; mathematics education
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Johnson, India R., Evava S. Pietri, Felicia Fullilove, and Samantha Mowrer. "Exploring Identity-Safety Cues and Allyship Among Black Women Students in STEM Environments." Psychology of Women Quarterly 43, no. 2 (March 21, 2019): 131–50. http://dx.doi.org/10.1177/0361684319830926.
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Black women are underrepresented in science, technology, engineering, and math (STEM) and report feeling unwelcome in STEM. A successful scientist exemplar or role model may signal to Black women they are valued in STEM environments. We investigated who acts as an identity-safety cue for Black women. In Study 1, Black women students who learned about a Black man or a Black woman professor in a hypothetical School of Science and Engineering reported greater anticipated belonging and trust, relative to those learning about a White man or a White woman professor. In Study 2, we recruited Black women STEM majors from a predominantly White institution and a women-only historically Black college. We examined how both groups identified role models in STEM and assessed how perceptions that role models were allies related to belonging in the institution and belonging in STEM. Across both educational environments, having Black women and Black men role models, and perceiving role models who lacked a common racial identity as allies, positively related to belonging in the institution. We encourage the use of Black exemplars and role models, as well as allies, in interventions geared toward increasing belonging among Black women in STEM. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684319830926 and a podcast for instructors who want to use this article for teaching is available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index
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Kelly, Stephanie, Alfredo Romero, Jennifer Ann Morrow, Zachary Denton, and Johnny Ducking. "Instructor Misbehaviors and Math Anxiety." Communication Reports 33, no. 1 (October 21, 2019): 27–40. http://dx.doi.org/10.1080/08934215.2019.1675737.
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Muir, Tracey, Tracy Douglas, and Allison Trimble. "Facilitation strategies for enhancing the learning and engagement of online students." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 101–18. http://dx.doi.org/10.53761/1.17.3.8.
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The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result of this opportunity, there are increasing concerns regarding low student retention and progression rates for online students in comparison with on-campus students. Reasons for this vary, however, online students report a sense of isolation and disconnection with their studies highlighting the need for educators to utilise effective facilitation to enhance student connections to an online community. In this paper, we investigated facilitation strategies using two case studies. This illustrated how two online instructors used design-based research to evaluate the impact of facilitation strategies on instructor presence, instructor connection, engagement and learning in maths education and human biology subjects. Findings indicate that focusing on social, managerial and technical facilitation strategies resulted in an increased instructor presence and active involvement, which in turn were influential in motivating students to engage with learning online. The findings have implications for higher education providers and instructors who are tasked with engaging online students. This identifies the importance of targeted online facilitation to enhance learner-instructor and learner-content engagement.
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Baqai, Attiya, Maria Jan, and Rafay Rasheed Maher. "Optical Braille Blocks for Visually Impaired Elementary Education." January 2021 40, no. 1 (January 1, 2021): 205–14. http://dx.doi.org/10.22581/muet1982.2101.18.
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Learning through play has always proved its effectiveness in elementary education and has yielded prolific results. Although there are trained instructors, special schools, specific toys and facilities for Visually Impaired (VI), yet the communication between tutors and special children holds a significant gap. Also, tools in market are either too expensive or available in limited quantity in underdeveloped countries. This paper presents a cost effective solution for visually impaired children to play and learn via Braille blocks. These blocks are designed by embossed motives representing numbers, alphabets, shapes and mathematical operators with Infra-Red (IR) tags. The blocks transmit Infrared codes when come in contact with the system. The Braille Blocks System consists of a battery, optical detectors and controller which performs detection and processing of selected IR pattern. This system comprises of three different learning modules namely Words Game, Shapes Game and Math Game. These modules are further divided into several sub-game sections so that the children can learn and improve their communication and academic skills. The presence of audio feedback elevates a child’s capabilities to memorize and concentrate on self-learning and spatial coordination in a fascinating way. The designed system was tested on 20 blind children in “National Special Education Complex” Karachi, Pakistan and an assessment was conducted on basis of different types of errors encountered by children. The suitability of the system was also evaluated by taking feedback from blind students through a questionnaire, proving its effectiveness with 79% of blind children giving either good or very good feedback.
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Birdsall, Chris, Seth Gershenson, and Raymond Zuniga. "The Effects of Demographic Mismatch in an Elite Professional School Setting." Education Finance and Policy 15, no. 3 (June 2020): 457–86. http://dx.doi.org/10.1162/edfp_a_00280.
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Ten years of administrative data from a diverse, private, top-100 law school are used to examine the ways in which female and nonwhite students benefit from exposure to demographically similar faculty in first-year, required law courses. Arguably, causal impacts of exposure to same-sex and same-race instructors on course-specific outcomes such as course grades are identified by leveraging quasi-random classroom assignments and a two-way (student and classroom) fixed effects strategy. Having an other-sex instructor reduces the likelihood of receiving a good grade (A or A–) by 1 percentage point (3 percent) and having an other-race instructor reduces the likelihood of receiving a good grade by 3 percentage points (10 percent). The effects of student–instructor demographic mismatch are particularly salient for nonwhite and female students. These results provide novel evidence of the pervasiveness of demographic-match effects and of the graduate school education production function.
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Gleason, Benjamin, and Stefania Manca. "Curriculum and instruction: pedagogical approaches to teaching and learning with Twitter in higher education." On the Horizon 28, no. 1 (July 29, 2019): 1–8. http://dx.doi.org/10.1108/oth-03-2019-0014.
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Purpose While the ubiquity of social media as a mode of communication, collaboration, connection and creativity has been widely adopted in journalism, entertainment, healthcare and others, the field of education has been more reticent to integrate social media for teaching and learning purposes. This paper aims to summarize research on how social media may support educational aims with specific reference to large classrooms. In addition, the authors provide practical tips on using Twitter from the experience teaching in a typical higher education setting: a large, undergraduate course in a public university. Finally, the authors offer conclusions about how instructors can use social media to support increased engagement, professional development and digital literacy skills. Design/methodology/approach This paper presents a real-life “case study” of using Twitter in an educational context common to many in higher education: a large, undergraduate lecture class over the course of one semester. This course focused on the foundations of educational technology and was a requirement of receiving a teaching credential at a large public institution in the Midwest. As a required course, students from a number of different majors were enrolled in the course, including biology, chemistry, mathematics, English, history, world languages, physical education and many more. While these majors were grouped by content-area groups (Science, Technology, Engineering, and Math; the humanities; and physical education), for this paper the authors will focus on the part of the course where students were all together in lecture format. Guided by the research above, and pedagogical practices discussed elsewhere (Greenhow and Gleason, 2012), it was decided to use Twitter for a number of different pedagogical purposes, including in-class discussion, increase student engagement with course material, expand student interaction and develop student presence. Findings The use of Twitter was found to increase student participation, help facilitate conceptual understanding, to foster students’ “social presence,” and to increase interactions with “real world experts.” Twitter provided a way, for example, for students in a large lecture course to participate, and roughly 90 per cent of students did so with Twitter. Likewise, instructors used Twitter as a way to bridge learning across different experiences (i.e. lab activities, lecture and online lesson), while also providing a way to support social presence (letting students share humorous pictures). Finally, Twitter facilitated interaction with content experts including historians, during a lesson on global collaboration. Research limitations/implications Overall, integrating Twitter into a large, lecture course seemed to suggest a number of positive learning outcomes, including presenting opportunities for student voice and expression, visible participation, the development of social presence and tools to connect different course activities (e.g. lecture, in-class activities and lab activities). For example, much research in this field has begun to explore the educational outcomes associated with social media use, and this study contributes to this emerging field. Here, the authors advocate for using social media to support interactive, collaborative and social learning.
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Ash, Carol, and Robert Ash. "A sensible approach to teaching mathematics: In many math courses, such as calculus, the majority are engineering students but the instructors, consciously or unconsciously, present the subject as if they were planning a career in pure mathematics." IEEE Potentials 4, no. 3 (October 1985): 18–19. http://dx.doi.org/10.1109/mp.1985.6500259.
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