Relevant bibliographies by topics / Undergraduate mathematics / Dissertations / Theses
To see the other types of publications on this topic, follow the link: Undergraduate mathematics.

Dissertations / Theses on the topic 'Undergraduate mathematics'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Undergraduate mathematics.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Piatek-Jimenez, Katrina L. "Undergraduate mathematics students' understanding of mathematical statements and proofs." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280643.

Full text
Abstract:
This dissertation takes a qualitative look at the understanding of mathematical statements and proofs held by college students enrolled in a transitional course, a course designed to teach students how to write proofs in mathematics. I address the following three research questions: (1) What are students' understandings of the structure of mathematical statements? (2) What are students' understandings of the structure of mathematical proofs? (3) What concerns with the nature of proof do students express when writing proofs? Three individual interviews were held with each of the six participants of the study during the final month of the semester. The first interview was used to gain information about the students' mathematical backgrounds and their thoughts and beliefs about mathematics and proofs. The second and third interviews were task-based, in which the students were asked to write and evaluate proofs. In this dissertation, I document the students' attempts and verbal thoughts while proving mathematical statements and evaluating proofs. The results of this study show that the students often had difficulties interpreting conditional statements and quantified statements of the form, "There exists...for all..." These students also struggled with understanding the structure of proofs by contradiction and induction proofs. Symbolic logic, however, appeared to be a useful tool for interpreting statements and proof structures for those students who chose to use it. When writing proofs, the students tended to emphasize the need for symbolic manipulation. Furthermore, these students expressed concerns with what needs to be justified within a proof, what amount of justification is needed, and the role personal conviction plays within formal mathematical proof. I conclude with a discussion connecting these students' difficulties and concerns with the social nature of mathematical proof by extending the theoretical framework of the Emergent Perspective (Cobb & Yackel, 1996) to also include social norms, sociomathematical norms, and the mathematical practices of the mathematics community.
APA, Harvard, Vancouver, ISO, and other styles
2

Johnston, Alexis Larissa. "Homework Journaling in Undergraduate Mathematics." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26602.

Full text
Abstract:
Over the past twenty years, journal writing has become more common in mathematics classes at all age levels. However, there has been very little empirical research about journal writing in college mathematics (Speer, Smith, & Horvath, 2010), particularly concerning the relationship between journal writing in college mathematics and college studentsâ motivation towards learning mathematics. The purpose of this dissertation study is to fill that gap by implementing homework journals, which are a journal writing assignment based on Powell and Ramnauthâ s (1992) â multiple-entry log,â in a college mathematics course and studying the relationship between homework journals and studentsâ motivation towards learning mathematics as grounded in self-determination theory (Ryan & Deci, 2000). Self-determination theory predicts intrinsic motivation by focusing on the fundamental needs of competence, autonomy, and relatedness (Ryan & Deci, 2000). In addition, the purpose of this dissertation study is to explore and describe the relationship between homework journals and studentsâ attitudes towards writing in mathematics. A pre-course and post-course survey was distributed to students enrolled in two sections of a college mathematics course and then analyzed using a 2Ã 2 repeated measures ANOVA with time (pre-course and post-course) and treatment (one section engaged with homework journals while the other did not) as the two factors, in order to test whether the change over time was different between the two sections. In addition, student and instructor interviews were conducted and then analyzed using a constant comparative method (Anfara, Brown, & Mangione, 2002) in order to add richness to the description of the relationship between homework journals and studentsâ motivation towards learning mathematics as well as studentsâ attitudes towards writing in mathematics. Based on the quantitative analysis of survey data, no differences in rate of change of competence, autonomy, relatedness, or attitudes towards writing were found. However, based on the qualitative analysis of interview data, homework journals were found to influence studentsâ sense of competence, autonomy, and relatedness under certain conditions. In addition, studentsâ attitudes towards writing in mathematics were strongly influenced by their likes and dislikes of homework journals and the perceived benefits of homework journals.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
3

Rejniak, Gabrielle. "Improving Student Learning in Undergraduate Mathematics." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5455.

Full text
Abstract:
The goal of this study was to investigate ways of improving student learning, par- ticularly conceptual understanding, in undergraduate mathematics courses. This study focused on two areas: course design and animation. The methods of study were the following: Assessing the improvement of student conceptual understanding as a result of team project-based learning, individual inquiry-based learning and the modi ed empo- rium model; and Assessing the impact of animated videos on student learning with the emphasis on concepts. For the first part of our study (impact of course design on student conceptual understanding) we began by comparing the following three groups in Fall 2010 and Fall 2011: 1. Fall 2010: MAC 1140 Traditional Lecture & Fall 2011: MAC 1140 Modi ed Empo- rium 2. Fall 2010: MAC 1140H with Project & Fall 2011: MAC 1140H no Project 3. Fall 2010: MAC 2147 with Projects & Fall 2011: MAC 2147 no Projects Analysis of pre-tests and post-tests show that all three courses showed statistically signifi cant increases, according to their respective sample sizes, during Fall 2010. However, in Fall 2011 only MAC 2147 continued to show a statistically signifi cant increase. Therefore in Fall 2010, project-based learning - both in-class individual projects and out-of-class team projects - conclusively impacted the students' conceptual understanding. Whereas, in Fall 2011, the data for the Modifi ed Emporium model had no statistical signifi cance and is therefore inconclusive as to its effectiveness. In addition the diff erence in percent of increase for MAC 1140 between Fall 2010 - traditional lecture model - and Fall 2011 - modi fied emporium model - is not statistically signi ficant and we cannot say that either model is a better delivery mode for conceptual learning. For the second part of our study, the students enrolled in MAC 1140H Fall 2011 and MAC 2147 Fall 2011 were given a pre-test on sequences and series before showing them an animated video related to the topic. After watching the video, students were then given the same 7 question post test to determine any improvement in the students' understanding of the topic. After two weeks of teacher-led instruction, the students took the same post-test again. The results of this preliminary study indicate that animated videos do impact the conceptual understanding of students when used as an introduction into a new concept. Both courses that were shown the video had statistically signifi cant increases in the conceptual understanding of the students between the pre-test and the post-animation test.
ID: 031001440; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Cynthia Young.; Error in paging: p. xi followed by a page numbered xi.; Title from PDF title page (viewed June 26, 2013).; Thesis (M.S.)--University of Central Florida, 2012.; Includes bibliographical references (p. 105-107).
M.S.
Masters
Mathematics
Sciences
Mathematical Science; Industrial Mathematics
APA, Harvard, Vancouver, ISO, and other styles
4

Hodds, Mark. "Improving proof comprehension in undergraduate mathematics." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14964.

Full text
Abstract:
When studying for a mathematics degree, it has been shown students have great difficulty working with proof (Moore, 1994). Yet, to date, there has been surprisingly little research into how we could improve the way students study mathematical proofs. Furthermore, there is relatively less research on students' proof comprehension skills when compared with that of their proof construction skills (Ramos and Inglis, 2009). The aim of this thesis was therefore to build upon the existing proof comprehension literature to determine methods of improving undergraduate proof comprehension. Previously, text based manipulations (e.g. Leron, 1985; Rowland, 2001; Alcock, 2009a) have been tested as a way of improving proof comprehension but these have often not been as successful as we would have liked. However, an alternative method, called self-explanation training, has been shown to be successful at improving comprehension of texts in other fields (Chi et al., 1989; Wong et al., 2002; Rittle-Johnson, 2006; Ainsworth and Burcham, 2007). This thesis reports three studies that investigate the effects of self-explanation training on proof comprehension. The first study confirmed the findings of previous self-explanation training research in other fields. Students in the study who received the self-explanation training showed a significantly greater understanding of the proof text compared to that of a control group. Study 2 used eye-tracking analysis to show that self-explanation training actually changed the way students in the study read proofs; they concentrated harder on the proof (as measured by mean fixation durations), and made more between-line transitions. The final study revealed that self-explanation training can be implemented into a genuine pedagogical setting with relative ease and also showed the positive effects on proof comprehension last for a longer term of three weeks. From the findings of the research reported in this thesis it can be concluded that many students who participated in these studies appeared to have the knowledge required to understand proofs, it is perhaps they just needed some guidance on how to apply their knowledge. Self-explanation training appears to do this as it significantly improved proof comprehension in the short-term as well as offering longer-term benefits. More research will be needed to confirm these findings, given that the studies here involved participants from only one UK university on what would be considered as typical mathematics degree courses for the UK. However, these findings are promising and provide the foundation for improvements in undergraduate proof comprehension.
APA, Harvard, Vancouver, ISO, and other styles
5

Hernandez-Martinez, Paul. "Mathematics in an undergraduate computer science context." Thesis, University of Leeds, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432339.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Delport, Rhena. "Computer-mediated communication in undergraduate mathematics courses." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-03042004-113653/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Huntley, Belinda. "Comparing different assessment formats in undergraduate mathematics." Thesis, Pretoria [S.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-01202009-163129.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Johns, Carolyn Anne. "Tutor Behaviors in Undergraduate Mathematics Drop-In Tutoring." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1562581670595777.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Badger, Matthew. "Problem-solving in undergraduate mathematics and computer aided assessment." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4694/.

Full text
Abstract:
Problem solving is an important skill for students of the mathematical sciences, but traditional methods of directed learning often fail to teach students how to solve problems independently. To compound the issue, assessing problem-solving skills with computers is extremely difficult. In this thesis we investigate teaching by problem solving and introducing aspects of problem solving in computer aided assessment. In the first part of this thesis we discuss problem solving and problem-based pedagogies. This leads us, in the second part, to a discussion of the Moore Method, a method of enquiry-based learning. We demonstrate that a Moore Method course in the School of Mathematics at the University of Birmingham has helped students' performance in certain other courses in the School, and record the experiences of teachers new to the Moore Method at another U.K. university. The final part of this thesis considers word questions, in particular those involving systems of equations. The work discussed here has allowed the implementation of a range of questions in the computer-aided assessment software STACK. While the programmatic aspects of this work have been completed, the study of this implementation is ongoing.
APA, Harvard, Vancouver, ISO, and other styles
10

DUNLAP, LAURIE A. "IDENTIFICATION OF KEY COMPONENTS FOR ASSESSING UNDERGRADUATE MATHEMATICS PROGRAMS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123608929.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Louw, C. J. "Benefits of a blended approach in teaching undergraduate mathematics." Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/620.

Full text
Abstract:
Published Article
The purpose of this paper is to provide a discussion of the educational potential of a blended approach to teaching and learning in the context of the challenges related to mastering basic concepts in mathematics at higher education level. Based on the results of the application of blended learning and teaching for two consecutive semesters at a university of technology, their potential to support meaningful learning of undergraduate mathematics is discussed. The use of clickers, minute and muddiest point papers and board work as educational tools with incomplete sentences as evaluative tool, are discussed. The conclusion is that a blended approach to teaching and learning has many benefits when applied appropriately for a particular context. The lecturer's attitude remains vital for successful implementation of technology-enhanced strategies.
APA, Harvard, Vancouver, ISO, and other styles
12

Strickland, Sharon K. "Rhyme and reason a rhetorical, genealogical examination of undergraduate mathematics /." Diss., Connect to online resource - MSU authorized users, 2008.

Find full text
Abstract:
Thesis (Ph. D.)--Michigan State University. Dept. of Curriculum, Teaching and Educational Policy, 2008.
Title from PDF t.p. (viewed Aug. 14, 2009). Includes bibliographical references (p. 212-216). Also issued in print.
APA, Harvard, Vancouver, ISO, and other styles
13

Anastasakis, Marinos. "An activity theory investigation of tool-use in undergraduate mathematics." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/32832.

Full text
Abstract:
This mixed methods study investigates a number of aspects related to tool-use in undergraduate mathematics as seen from an Activity Theory perspective. The aims of this study include: identifying the tools that undergraduates use; seeking for an empirically-based typology of these tools; examining how undergraduates themselves can be profiled according to their tool-use; and finally identifying the factors influencing students tool preferences. By combining results from survey, interview and diary data analyses, it was found that undergraduates in the sample preferred using mostly tools related to their institution s practice (notes, textbooks, VLE), other students and online videos. All the tools students reported using were classified into five categories: peers; teachers; external online tools; the official textbook; and notes. Students in the sample were also classified into five distinct groups: those preferring interacting with peers when studying mathematics (peer-learning group); those favouring using online tools (online-learning group); those using all the tools available to them (blended-learning group); those using only textbooks (predominantly textbooks-learning group); and students using some of the tools available to them (selective-learning group). The main factor shaping students tool choices was found to be their exam-driven goals when examined from an individual s perspective or their institution s assessment related rules when adopting a wider perspective. Results of this study suggest that students blend their learning of mathematics by using a variety of tools and underlines that although undergraduates were found to be driven by exam-related goals, this is a result of the rules regulating how Higher Education Institutions (HEI) function and should not be attributed entirely as stemming from individuals practices. Assigning undergraduates exam- driven goals to their university s sociocultural environment, was made possible by combining two versions of Activity Theory (Leontiev and Engestrøm s) and analysing data at two different levels (individual and collective respectively).
APA, Harvard, Vancouver, ISO, and other styles
14

Shorter, Nichole. "COMPARING ASSESSMENT METHODS AS PREDICTORS OF STUDENT LEARNING IN UNDERGRADUATE MATHEMATICS." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2729.

Full text
Abstract:
This experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicts student learning (dependent upon posttest grades) in an undergraduate mathematics course. Participants included 117 university-level undergraduate freshmen enrolled in a course titled "Mathematics for Calculus". Initially, a multiple regression model was formulated to model the relationship between the predictor variables (the continuous assessment, cumulative assessment, and project scores) versus the outcome variable (the posttest scores). However, due to the possibility of multicollinearity present between the cumulative assessment predictor variable and the continuous assessment predictor variable, a stepwise regression model was implemented and caused the cumulative assessment predictor variable to be forced out of the resulting model, based on the results of statistical significance and hypothesis testing. The finalized stepwise regression model included continuous assessment scores and project scores as predictor variables of students' posttest scores with a 99% confidence level. Results indicated that ultimately the continuous assessment scores best predicted students' posttest scores.
M.S.
Department of Mathematics
Sciences
Mathematical Science MS
APA, Harvard, Vancouver, ISO, and other styles
15

Zonnefeld, Valorie L. "Mindsets, attitudes, and achievement in undergraduate statistics courses." Thesis, University of South Dakota, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714377.

Full text
Abstract:

The purpose of this study was to determine the effects of theories of intelligence and an intervention of incremental mindset training on students' attitudes toward statistics and their mastery of content in an introductory statistics college course. The sample was 547 undergraduate students at a small, faith-based, liberal arts college in the Midwest.

A pretest-posttest design was used for the three instruments implemented. The Comprehensive Assessment of Outcomes in a first Statistics course (CAOS) assessed students' statistical literacy. The Student Attitudes Towards Statistics - 36© (SATS©) assessed six components of students' attitudes toward statistics including affect, cognitive competence, difficulty, effort, interest, and value. The Theories of Math Intelligence Scale - Self Form (TMIS) assessed students' mindsets toward mathematics. Students in the treatment group received four brief incremental mindset training sessions throughout the semester. The initial mindset categorization had no significant effect on the difference in mean SATS© or CAOS gain ( p < .05); the power to detect a difference was limited due to a low response rate.

Students in the treatment group decreased at a rate greater than students in the control for the component of effort on the posttest SATS© assessment when the pretest was controlled for, F(1, 138) = 14.778, MSE = 10.954, p < .001. The remaining components produced no significant differences between groups (p < .05). Students in the control group also improved more on their mastery of statistics as assessed by the posttest CAOS when the pretest CAOS was controlled for, F(1, 297) = 6.796, MSE = .100, p = .010.

Analysis revealed that females gained more than males in the treatment group on the SATS© component of value, µDiff = 0.829, t(28)= 3.123, p = .004. The remaining components of the SATS© assessment did not produce statistically significant results (p < .05).

Recommendations for practice include creating classrooms that support growth mindsets and the design of mindset training. Recommendations for research include replication of the current research in statistics and other mathematics courses. A final recommendation calls for an examination of the differences by gender on the SATS© assessment.

APA, Harvard, Vancouver, ISO, and other styles
16

Ellington, Roni M. "Having their say eight high-achieving African-American undergraduate mathematics majors discuss thier success and persistence in mathematics /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3819.

Full text
Abstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
APA, Harvard, Vancouver, ISO, and other styles
17

Chowdhury, Ahsan Habib. "Instructors' Orientation on Mathematical Meaning." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103811.

Full text
Abstract:
Students often ask "when is this ever going to be useful?", "why are we doing this?", etc. when speaking about mathematics. If we take this as a question about 'meaningfulness', how can instructors respond and how do they even understand the terms 'meaningful' and 'meaning'? My dissertation looked at how college instructors see their instruction as meaningful or not. Drawing on social and cognitive perspectives of learning, I define four ways to think of what's 'meaningful' about mathematics. From a cognitive perspective, instructors can understand 'meaningful' as mathematical understanding versus understanding the significance of mathematics. From a social perspective where meaning is taken as the experiences of everyday life within communities, teachers can understand 'meaningful' as anything that engages students in practices the mathematics community engage in versus practices non-mathematics communities engage in (e.g. pushing computation or critical thinking as a means for maintaining social hierarchies). Using these four conceptions to categorize instructors' goals, this work focuses on how four undergraduate mathematics instructors thought of their instruction as meaningful and contextual and background factors that influenced those views.
Doctor of Philosophy
Students often ask "when is this ever going to be useful?" when speaking about mathematics. If we interpret this as seeking the meaning or purpose of their education, how can teachers respond and how do they even understand the terms 'meaningful' and 'meaning'? I wanted to look at how college instructors thought of this and how they addressed such a question in their classrooms. Drawing on different theories of learning, I outlined four ways to think of what's 'meaningful' about mathematics and then used these four ways to categorize how instructors think of their instruction as meaningful. To meet this end, I looked at some accounts of instructors' goals. My data came from college instructors of different mathematics classes: math for elementary education, math for liberal arts, statistics, and calculus. One important thing I found was that experiences with underserved communities or of not being 'a math person' corresponded with instructors' ability to attend to different kinds of 'meaningful' goals. What this might suggest is that educators may not feel prepared to respond to students' pursuit of meaning in diverse ways unless they have also personally struggled with it growing up or have personally experienced the consequences of disenfranchisement.
APA, Harvard, Vancouver, ISO, and other styles
18

Slye, Jeffrey. "UNDERGRADUATE MATHEMATICS STUDENTS’ CONNECTIONS BETWEEN THEIR GROUP HOMOMORPHISM AND LINEAR TRANSFORMATION CONCEPT IMAGES." UKnowledge, 2019. https://uknowledge.uky.edu/math_etds/65.

Full text
Abstract:
It is well documented that undergraduate students struggle with the more formal and abstract concepts of vector space theory in a first course on linear algebra. Some of these students continue on to classes in abstract algebra, where they learn about algebraic structures such as groups. It is clear to the seasoned mathematician that vector spaces are in fact groups, and so linear transformations are group homomorphisms with extra restrictions. This study explores the question of whether or not students see this connection as well. In addition, I probe the ways in which students’ stated understandings are the same or different across contexts, and how these differences may help or hinder connection making across domains. Students’ understandings are also briefly compared to those of mathematics professors in order to highlight similarities and discrepancies between reality and idealistic expectations. The data for this study primarily comes from clinical interviews with ten undergraduates and three professors. The clinical interviews contained multiple card sorts in which students expressed the connections they saw within and across the domains of linear algebra and abstract algebra, with an emphasis specifically on linear transformations and group homomorphisms. Qualitative data was analyzed using abductive reasoning through multiple rounds of coding and generating themes. Overall, I found that students ranged from having very few connections, to beginning to form connections once placed in the interview setting, to already having a well-integrated morphism schema across domains. A considerable portion of this paper explores the many and varied ways in which students succeeded and failed in making mathematically correct connections, using the language of research on analogical reasoning to frame the discussion. Of particular interest were the ways in which isomorphisms did or did not play a role in understanding both morphisms, how students did not regularly connect the concepts of matrices and linear transformations, and how vector spaces were not fully aligned with groups as algebraic structures.
APA, Harvard, Vancouver, ISO, and other styles
19

Mohammed, Abdul Majid. "Integrated technologies instructional method to enhance bilingual undergraduate engineering students." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/10488.

Full text
Abstract:
Mathematics permeates almost every aspect of human life and it is a skill much needed by the increasingly complex technological world. It is necessary that this essential skill must be properly developed among students to prepare them for future academic and professional careers. An assessment of the research-based instructional strategies blending with old traditional methods with the modern technological development is a must. Due to the complexity of mathematics learning and the varied learning styles of learners, an integration of appropriate multiple instructional strategies into mathematics education will positively impact mathematical achievement of students. The purpose of this research was to examine the effects of the use of Integrated Technologies Instructional Method (ITIM) as a supplement to the traditional lecture method on mathematics achievement of the Integral Calculus students at the College of Engineering, University of Ha'il, Saudi Arabia. The ITIM includes the four instructional strategies such as the use of the Computer-Supported Collaborative Learning, the collaborative learning, the bilingual support and the study support. Different types of academic supports have been used to examine their effects on students achievement in mathematics. Mathematics, the bedrock of science and engineering, is considered a very important indicator of a student's academic success in professional higher education. Undergraduate engineering students' low achievement in the first year mathematics is an issue demands much attention. The study was undertaken to address students' weak background in mathematics and particularly their high failure rates in this particular course. A total of 218 undergraduate engineering students, comprising of both the experimental and the control groups, were involved in this experimental design study. The control group was taught by the traditional lecture method whereas the experimental group was exposed to the ITIM as a supplement to the traditional lecture method. Apart from the effects of the use of ITIM, students' performance in the previous courses (covariates) such as mathematics, computer, and the English language were compared with their final grades of the Integral Calculus course. The final grades of students were taken as the dependent variable and the ITIM and students' scores in the previous courses as the independent variables. It has been noticed from the literature review that the application of only one instructional strategy does not address the needs of the diverse learning styles of students. A mixed mode method, quantitative and qualitative, was used to collect and analyse data. The quantitative data instruments included students' final exam grades and the student questionnaires. Interviews with students were used as qualitative tools of data collection. An independent t-test, ANOVA, univariate analysis and the stepwise multiple regression analysis were performed to determine the overall statistical significance. The study concluded that there was a statistically significant difference in the performance of the experimental group of students' in terms of their end-of-course grades compared to that of the control group. The regression model revealed significance of covariates on the dependent variable. However, no significant relationship was found between the mathematics achievement and attitudes towards the use of ITIM. The study was an attempt to demonstrate the suitability of the instructional strategies on the bilingual Arab undergraduate engineering students; however, they can probably be applicable to other bilingual students.
APA, Harvard, Vancouver, ISO, and other styles
20

Bastian, Ryan. "An Introduction to the Generalized Riemann Integral and Its Role in Undergraduate Mathematics Education." Ashland University Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1482504144122774.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Mallon, Jacqueline Ann. "Gender and undergraduate mathematics students : attitudes, beliefs and percieved sources of encouragement/support." Thesis, Queen's University Belfast, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336737.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Zergaw, Getachew. "Mature non-specialist undergraduate students and the challenges they face in learning mathematics." Thesis, London Metropolitan University, 2014. http://repository.londonmet.ac.uk/687/.

Full text
Abstract:
This research uses a case study approach to examine the learning experiences of mature non-specialist first year undergraduate university students studying mathematics as an ancillary subject. The challenges faced by such students taking mathematics as a subsidiary subject within their main degree have not been adequately addressed in the literature: this study seeks to address this gap. The research took place in a UK inner-city post-1992 university which has a very diverse student intake. A qualitative data set was generated from in-depth and focus group interviews of 22 mature students, the majority of whom were non-specialists taking mathematics as a required ancillary subject. An additional quantitative data set was derived from a questionnaire distributed to 250 students taking first year mathematics modules, either as an ancillary or as a specialism subject. A small number of mature students specialising in mathematics in both the interviews and the survey were included in order to compare the experiences and views of the both specialist and non-specialist groups. The Mixed Methods Research Design adopted combined results from the qualitative and quantitative analyses, and was accompanied by a post-structuralist theoretical framework which examines the discursive practices students were exposed to in relation to their construction of mathematics as a subject and their experiences of learning mathematics. The study shows that the major perceived factors that affect mature non-specialist students learning of mathematics include the pedagogical model that is used; the attitudes and beliefs of the learners; the support available to aid learning; and the prevalent discourses about the learning and perceptions of mathematics. These findings have a number of important implications for policy and practice for teaching mathematics to such students, for our understanding of student identities and for widening participation. The evidence from this study suggest that there should be a shift of government policy on access and financing for mature students; a review of mechanism of financial support for mature students; changes in the organisation and resourcing of small classes; a review of curriculum and pedagogy to fit the diverse background of learners; and the development of mathematics support provisions that are embedded in courses that require mathematical skills.
APA, Harvard, Vancouver, ISO, and other styles
23

Speelman, Nicole Lynn. "A Lab to STEMulate Undergraduate Students into Science, Technology, Engineering and Mathematics Majors." Wright State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wright1239390958.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

MacBean, Judith. "Students' experiences of studying undergraduate mathematics : an investigation of approach, support and identity." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/students-experiences-of-studying-undergraduate-mathematics(74b45451-362a-4978-99e8-7b9f131b8559).html.

Full text
Abstract:
This thesis explores one group of undergraduate mathematics students’ experiences throughout their three year degree course, to gain a better understanding of why some students’ attitudes to mathematics change during this period. Research by the "Students Experiences of Undergraduate Mathematics" (SEUM) project (Wiliam, 2005) explored some of the factors influencing undergraduates. This study extends that work by investigating the experiences of another cohort, looking specifically at their approaches to learning, conceptions of mathematics, the support they encountered during their degree, and how these impacted on their attitudes. These themes were investigated throughout the students’ degree course, by taking a mixed methods approach to the research design. Questionnaire data was used to compare the cohorts’ approaches to learning, and conceptions of, mathematics, at the beginning and end of their course, and to investigate whether these factors related to the students’ examination marks. No statistically significant changes over the period were found, and contrary to previous research, no relationship was found between these factors and examination attainment. Four student case studies, combining both questionnaire and interview data, are presented to help explain these results, illustrating how contextual factors of the teaching and learning environment affected outcomes. Analysis of interview data demonstrated that the type and degree of support experienced was an important influence on these students. Dividing the analysis between the social support from peers, and the academic support of peers and staff in their department, led to insights into ways students do, or do not, integrate into the university context. This work highlights the importance of the social aspects of being an undergraduate, and of academic support in developing the students’ sense of belonging. This sense of belonging, or lack of, was a salient factor.
APA, Harvard, Vancouver, ISO, and other styles
25

Hall, Jennifer. "Women's high school and university experiences that influence the pursuit of undergraduate mathematics degrees." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27634.

Full text
Abstract:
In Canada, women are underrepresented in undergraduate mathematics degree programs as fewer women than men enrol and many women drop out or change programs. To investigate this issue, the research question 'In what ways do women who were educated in Canada and who are nearing completion of undergraduate mathematics degrees feel they have been supported and challenged in their high school and university mathematics experiences?' was explored using semi-structured interviews with six women who enrolled in and persevered with undergraduate mathematics degree programs. Specifically, the influence of the participants' families, peers, formal educational experiences, and personal characteristics was explored, and the study describes challenges and supports experienced by these women. In particular, this study highlights how these women confront feeling 'othered', and the important role that supportive relationships with family members, peers, and educators play in meeting this challenge. The findings also highlighted the participants' preferences for applied mathematics.
APA, Harvard, Vancouver, ISO, and other styles
26

Duff, Karen Malina. "What Are Some of the Common Traits in the Thought Processes of Undergraduate Students Capable of Creating Proof?" Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1856.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Milligan, David. "The effect of optional real world application projects on mathematics achievement among undergraduate students." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001880.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Belnap, Jason Knight. "Putting TAs into Context: Understanding the graduate mathematics teaching assistant." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1238%5F1%5Fm.pdf&type=application/pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Gruver, John David. "Growth in Students' Conceptions of Mathematical Induction." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2166.

Full text
Abstract:
While proof and reasoning lie at the core of mathematical practice, how students learn to reason formally and build convincing proofs continues to invite reflection and discussion. To add to this discussion I investigated how three students grew in their conceptions of mathematical induction. While each of the students in the study had different experiences and grew in different ways, the grounded axes (triggering events, personal questions about mathematics, and personal questions about a particular solution) highlighted patterns in the narratives and from these patterns a theoretical perspective emerged. Reflection, both on mathematics in general and about specific problems, was central to students' growth. The personal reflections of students and triggering events influenced each other in the following way. The questions students wondered about impacted which trigger stimulated growth, while triggers caused students to rethink assumptions and reflect on mathematics or specific problems. The reflections that allowed triggers to stimulate growth along with the reflections that were results of triggering events constitute an "investigative orientation." Each narrative reflects a different investigative orientation motivated by different personal needs. These investigative orientations affected what type of knowledge was constructed.
APA, Harvard, Vancouver, ISO, and other styles
30

Plaxco, David Bryant. "Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/56587.

Full text
Abstract:
In this research, I set out to elucidate the relationships that might exist between students' conceptual understanding upon which they draw in their proof activity. I explore these relationships using data from individual interviews with three students from a junior-level Modern Algebra course. Each phase of analysis was iterative, consisting of iterative coding drawing on grounded theory methodology (Charmaz, 2000, 2006; Glaser and Strauss, 1967). In the first phase, I analyzed the participants' interview responses to model their conceptual understanding by drawing on the form/function framework (Saxe, et al., 1998). I then analyzed the participants proof activity using Aberdein's (2006a, 2006b) extension of Toulmin's (1969) model of argumentation. Finally, I analyzed across participants' proofs to analyze emerging patterns of relationships between the models of participants' understanding of identity and inverse and the participants' proof activity. These analyses contributed to the development of three emerging constructs: form shifts in service of sense-making, re-claiming, and lemma generation. These three constructs provide insight into how conceptual understanding relates to proof activity.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
31

Tolar, Tammy Daun. "A Cognitive Model of Algebra Achievement among Undergraduate College Students." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/47.

Full text
Abstract:
Algebra has been called a gatekeeper because proficiency in algebra allows access to educational and economic opportunities. Many students struggle with algebra because it is cognitively demanding. There is little empirical evidence concerning which cognitive factors influence algebra achievement. The purpose of this study was to test a cognitive model of algebra achievement among undergraduate college students. Algebra achievement was defined as the ability to manipulate algebraic expressions which is a substantial part of many algebra curriculums. The model included cognitive factors that past research has shown relate to overall math achievement. Other goals were to compare a cognitive model of algebra achievement with a model of SAT-M performance and to test for gender differences in the model of algebra achievement. Structural equation modeling was used to test the direct and indirect effects of algebra experience, working memory, 3D spatial abilities, and computational fluency on algebra achievement. Algebra experience had the strongest direct effect on algebra achievement. Combined direct and indirect effects of computational fluency were as strong as the direct effect of algebra experience. While 3D spatial abilities had a direct effect on algebra achievement, working memory did not. Working memory did have a direct effect on computational fluency and 3D spatial abilities. The total effects of 3D spatial abilities and working memory on algebra achievement were moderate. There were differences in the cognitive models of algebra achievement and SAT-M. SAT-M scores were highly related to 3D spatial abilities, but moderately related to algebra experience. There were also gender differences in the cognitive model of algebra achievement. Working memory was highly related to computational fluency for males, but was not related to computational fluency for females. This study adds to the large body of evidence that working memory plays a role in computational abilities throughout development. The evidence that working memory affects higher level math achievement indirectly through computational fluency and 3D spatial abilities provides clarity to conflicting results in the few studies that have examined the role of working memory in higher level math achievement.
APA, Harvard, Vancouver, ISO, and other styles
32

Smart, Angela. "Undergraduate Students’ Connections Between the Embodied, Symbolic, and Formal Mathematical Worlds of Limits and Derivatives: A Qualitative Study Using Tall’s Three Worlds of Mathematics." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24247.

Full text
Abstract:
Calculus at the university level is taken by thousands of undergraduate students each year. However, a significant number of students struggle with the subject, resulting in poor problem solving, low achievement, and high failure rates in the calculus courses overall (e.g., Kaput, 1994; Szydlik, 2000; Tall, 1985; Tall & Ramos, 2004; White & Mitchelmore, 1996). This is cause for concern as the lack of success in university calculus creates further barriers for students who require the course for their programs of study. This study examines this issue from the perspective of Tall’s Three Worlds of Mathematics (Tall, 2004a, 2004b, 2008), a theory of mathematics and mathematical cognitive development. A fundamental argument of Tall’s theory suggests that connecting between the different mathematical worlds, named the Embodied-Conceptual, Symbolic-Proceptual, and Formal-Axiomatic worlds, is essential for full cognitive development and understanding of mathematical concepts. Working from this perspective, this research examined, through the use of calculus task questions and semi-structured interviews, how fifteen undergraduate calculus students made connections between the different mathematical worlds for the calculus topics of limits and derivatives. The analysis of the findings suggests that how the students make connections can be described by eight different Response Categories. The study also found that how the participants made connections between mathematical worlds might be influenced by the type of questions that are asked and their experience in calculus courses. I infer that these Response Categories have significance for this study and offer potential for further study and educational practice. I conclude by identifying areas of further research in regards to calculus achievement, the Response Categories, and other findings such as a more detailed study of the influence of experience.
APA, Harvard, Vancouver, ISO, and other styles
33

Van, de Merwe Chelsey Lynn. "Student Use of Mathematical Content Knowledge During Proof Production." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8474.

Full text
Abstract:
Proof is an important component of advanced mathematical activity. Nevertheless, undergraduates struggle to write valid proofs. Research identifies many of the struggles students experience with the logical nature and structure of proofs. Little research examines the role mathematical content knowledge plays in proof production. This study begins to fill this gap in the research by analyzing what role mathematical content knowledge plays in the success of a proof and how undergraduates use mathematical content knowledge during proofs. Four undergraduates participated in a series of task-based interviews wherein they completed several proofs. The interviews were analyzed to determine how the students used mathematical content knowledge and how mathematical content knowledge affected a proof’s validity. The results show that using mathematical content knowledge during a proof is nontrivial for students. Several of the proofs attempted by the students were unsuccessful due to issues with mathematical content knowledge. The data also show that students use mathematical content knowledge in a variety of ways. Some student use of mathematical content is productive and efficient, while other student practices are less efficient in formal proofs.
APA, Harvard, Vancouver, ISO, and other styles
34

Fontaine, Caitlyn. "Exploring the Narratives of Female Undergraduate Students in Math-Intensive Programs." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41502.

Full text
Abstract:
In recent years, researchers have continued to examine factors that contribute to the ongoing loss of women in mathematics programs and careers at a higher rate than their male counterparts. An important element in women choosing to persist in mathematics may be the ability to identify as mathematically able, however popular culture often constructs ideas of ‘mathematicians’ and ‘femininity’ in ways which render them difficult to reconcile. This research explores the narratives of Canadian female undergraduate students in mathematics-intensive programs in order to develop further understanding of how they negotiate identities as ‘feminine’ and mathematically able. Four students from a Canadian university were recruited to participate in narrative research interviews. Using Holland et al.’s (2003) concept of figured worlds, this study employs a thematic analysis of the data to examine how participants use, adapt or reject available discourses to perform identities as feminine and mathematically able. Depuis quelques années, les chercheurs continuent d'examiner les facteurs contribuant à la déplétion continue des femmes dans les programmes et les carrières en mathématiques à un taux plus élevé que leurs homologues masculins. Un élément important dans le choix des femmes de persévérer dans les mathématiques semble être la capacité de s'identifier comme mathématiquement capables, or la culture populaire construit souvent des concepts de «mathématiciens» et de «féminité» de manière à les rendre difficiles à concilier. Cette recherche explore les rapports narratifs d'étudiantes canadiennes au baccalauréat dans des programmes intensifs en mathématiques afin de mieux comprendre comment elles négocient des identités tel que «féminine» et mathématiquement capable. Quatre étudiantes d'une université canadienne ont été recrutées pour participer à des entrevues de recherche narrative. En utilisant le concept de «figured worlds» de Holland et al. (2003), cette étude utilise une analyse thématique des données pour examiner comment les participantes utilisent, adaptent ou rejettent les discours pour réaliser des identités comme féminines et mathématiquement capables.
APA, Harvard, Vancouver, ISO, and other styles
35

Grzadzielewski, Andrew Allen. "The validity of student self-reports about the effectiveness of graphing calculators in an undergraduate mathematics classroom /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7554.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Thomas, Matthew. "Analyzing Conceptual Gains in Introductory Calculus with Interactively-Engaged Teaching Styles." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/299075.

Full text
Abstract:
This dissertation examines the relationship between an instructional style called Interactive-Engagement (IE) and gains on a measure of conceptual knowledge called the Calculus Concept Inventory (CCI). The data comes from two semesters of introductory calculus courses (Fall 2010 and Spring 2011), consisting of a total of 482 students from the first semester and 5 instructors from the second semester. The study involved the construction and development of a videocoding protocol to analyze the type of IE episodes which occurred during classes. The counts of these episodes were then studied along with student gains, measured in a number of different ways. These methods included a traditionally used measure of gain, called normalized gain, which is computed at the instructor level. Additionally, gains were further investigated by constructing hierarchical linear models (HLMs) which allowed us to consider individual student characteristics along with the measures of classroom interactivity. Another framework for computing ability estimates, called Item Response Theory (IRT), was used to compute gains, allowing us to determine whether the method of computing gains affected our conclusions. The initial investigation using instructor-level gain scores indicated that the total number of interactions in a classroom and a particular type of interaction called "encouraging revisions" were significantly associated with normalized gain scores. When individual-level gain scores were considered, however, these instructor-level variables were no longer significantly associated with gains unless a variable indicating whether a student had taken calculus or precalculus in high school or in college was included in the model. When IRT was used to create an alternative measure of gain, the IE variables were not significant predictors of gains, regardless of whether prior mathematics courses were included, suggesting that the method of calculating gain scores is relevant to our findings.
APA, Harvard, Vancouver, ISO, and other styles
37

Sharp, Theresa L. "A Phenomenological Study of Proportional Reasoning as Experienced and Described by Basic Algebra Undergraduate Students." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1407845338.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Mejia-Ramos, Juan Pablo. "The construction and evalulation of arguments in undergraduate mathematics: A theoretical and a longitudinal multiple-case study." Thesis, University of Warwick, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487820.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Wilson, Jessica Alyce. ""Ain't I a woman?": Black Women Negotiate and Resist Systemic Oppression in Undergraduate Engineering and Mathematics Disciplines." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7248.

Full text
Abstract:
In this inquiry I used Black Feminist Thought as the interpretive lens to investigate the characterizations and experiences of high achieving Black women undergraduate engineering and mathematics majors at a predominantly white institution. The qualitative inquiry considered intersecting oppressions to evaluate the experiences of this population. In particular, Black women operate in the intersection of race and gender, thus for a thorough analysis of their engineering and mathematics experiences to occur, the historical context of the United States and its oppressive structures must be considered. Stereotypes and systemic oppression follow this socially constructed identity as the participants enter the fields of engineering and mathematics as Black women. In order to develop relevant suggestions to increase the participation of this population in the field, I assert that the social construction of this intersectional identity must be considered. I evaluated the participants' experiences to determine its influence on their academic persistence and overall well-being. I implemented sista circle methodology, an ethnographic method that embodies a gender specific research methodology. Sista circle methodology expands beyond traditional methodology to draw on social relations, the wisdom of Black women in U.S. context, and functions as a medium for mentorship as a Black feminist practice. The data I collected as part of this study included a demographic survey, pre-interview, two sista circles, vision board collage, post-sista circle electronic reflection, "sista circle" alternative interview, and member checking. There were five participants in this study, and three of these participants engaged in the sista circle unity getaway and the remaining two participants completed the sista circle alternative interview. I analyzed the responses of all five participants in the interviews and sista circles to identify themes that emerged in this study. Eight themes emerged from the data: The first finding presented normalized policies and practices that reproduced an unwelcoming academic climate and specifically, 1) access to caring professors and the 2) competitive isolating environment. The academic climate forced the participants to negotiate self-doubt as they question if their program is the appropriate means to pursue their future career endeavors, in the second finding the participants experienced 3) variations in program expectations and reality, 4) a shift in academic self-concept, and 5) negotiated alternatives to persistence. In the third finding the participants responded to the conditions in the academic climate through forms of resistance, which include the construction of a 6) professional persona, 7) sense of community and peer bonds, and identifying 8) academic opportunities as motivational tools.
APA, Harvard, Vancouver, ISO, and other styles
40

Markman, Lenore P. "Exploration of supportive practices in instructional design for undergraduate online developmental pre-algebra/math courses." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251031.

Full text
Abstract:

There exists a need for instructional designers to understand how to incorporate supportive interventions in online developmental pre-algebra/math course designs. College students at the undergraduate level who require remedial assistance and academic supports in mathematics must successfully complete developmental pre-algebra/math courses. The study describes instructional strategies for procedural, active learning, and cognitive constructivist instructional strategies in problem-based learning. The study included six volunteer instructional designers who shared their perspectives for design practices, supportive interventions, and procedures to assist learners. A sample of convenience purposive sampling strategy was used to allow access to the volunteer participants through public social media. The six participants responded to the 16 related guided interview questions and the data was analyzed. Eighteen individual themes emerged related to supportive interventions used in instructional design regarding, instructional strategies, motivation, learning theories, and interaction by students within the courses. The participants shared seven design models and practices for successful learning, seven supports, and 12 developmentally appropriate design practices, used in their instructional designs. The findings of this study support the premise that by combining cognitive constructivism, social constructivism and confidence builders, to effect motivation and self-efficacy for supportive interventions, the learner could potentially successfully complete the requirements for undergraduate online developmental math courses.

APA, Harvard, Vancouver, ISO, and other styles
41

Lauzon, Steven Daniel. "Insight into Student Conceptions of Proof." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/8833.

Full text
Abstract:
The emphasis of undergraduate mathematics content is centered around abstract reasoning and proof, whereas students' pre-college mathematical experiences typically give them limited exposure to these concepts. Not surprisingly, many students struggle to make the transition to undergraduate mathematics in their first course on mathematical proof, known as a bridge course. In the process of this study, eight students of varied backgrounds were interviewed before during and after their bridge course at BYU. By combining the proof scheme frameworks of Harel and Sowder (1998) and Ko and Knuth (2009), I analyzed and categorized students’ initial proof schemes, observed their development throughout the semester, and their proof schemes upon completing the bridge course. It was found that the proof schemes used by the students improved only in avoiding empirical proofs after the initial interviews. Several instances of ritual proof schemes used to generate adequate proofs were found, calling into question the goals of the bridge course. Additionally, it was found that students’ proof understanding, production, and appreciation may not necessarily coincide with one another, calling into question this hypothesis from Harel and Sowder (1998).
APA, Harvard, Vancouver, ISO, and other styles
42

Tague, Jenna. "Conceptions of Rate of Change: A Cross Analysis of Modes of Knowing and Usage Among Middle, High School, and Undergraduate Students." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437141987.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Dotson, Marilyn Knight. "The Development Of A Three Year Plan To Integrate Computers And Mathematics In the Undergraduate Liberal Arts Curriculum." NSUWorks, 1989. http://nsuworks.nova.edu/gscis_etd/494.

Full text
Abstract:
This was a study for the development of a plan for a computer based mathematics curriculum at Belmont Abbey College. The development and phase-in of the new curricula would take approximately three years. Because of the size and limited resources of the college, the proposal advocated the use of existing materials. Full implementation will require additional computer equipment. Recognizing this financial constraint, two equipment proposals were developed cognate to the curriculum plan. Utilization of the plan required identification and acquisition of appropriate mathematics software for use in the ' classroom. Evaluation of software would be an ongoing activity beyond the projected three year phase-in of the project. As a result of this study, it was determined that Belmont Abbey College would be able to integrate effective computer instruction into the mathematics curriculum. In view of this observation, the following recommendations were offered to Belmont Abbey College's administrators and colleagues: Carefully analyze the curriculum to determine where applications of technology make sense. Keep the technology simple. Classroom applications must take only a few seconds to implement if they are to be used. The courseware must be 'friendly' with help screens and menus available at the touch of a key. Training sessions and demonstrations are ongoing activities. Evaluation and development of courseware are continuous exercises. The evaluation and development of course specific software is as professionally important as publishing and research.
APA, Harvard, Vancouver, ISO, and other styles
44

Kuster, Jr George Emil. "On the role of student understanding of function and rate of change in learning differential equations." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71827.

Full text
Abstract:
In this research, I utilize the theoretical perspective Knowledge In Pieces to identify the knowledge resources students utilize while in the process of completing various differential equations tasks. In addition I explore how this utilization changes over the course of a semester, and how resources related to the concepts of function and rate of change supported the students in completing the tasks. I do so using data collected from a series of task-based individual interviews with two students enrolled in separate differential equations courses. The results provide a fine-grained description of the knowledge students consider to be productive with regard to completing various differential equations tasks. Further the analysis resulted in the identification of five ways students interpret differential equations tasks and how these interpretations are related to the knowledge resources students utilize while completing the various tasks. Lastly, this research makes a contribution to mathematics education by illuminating the knowledge concerning function and rate of change students utilize and how this knowledge comes together to support students in drawing connections between differential equations and their solutions, structuring those solutions, and reasoning with relationships present in the differential equations.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
45

Dagen, Joseph Charles. "Assessing the potential effects of a mastery-based mathematics program on exam performance in an undergraduate psychology statistics course /." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1447805.

Full text
Abstract:
Thesis (M.A.)--University of Nevada, Reno, 2007.
"May, 2007." Includes bibliographical references (leaves 49-53). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.
APA, Harvard, Vancouver, ISO, and other styles
46

Dula, Mark E., Sandra A. Lampley, and James H. Lampley. "Undergraduate Retention Rates for Students in Learning Support Math Classes versus Traditional Math Classes Controlling for ACT Mathematics Scores." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3009.

Full text
Abstract:
The purpose of this study was to determine if the 1 – and 2-term retention rates for students with the same ACT mathematics subsection scores were different between students who took a regular section of Probability and Statistics and students who took a learning support section of the same course. The subjects of this study were 2,714 students enrolled in a Probability and Statistics course (either regular sections or learning support sections) at a 4-year institution from the 2013 summer semester to the 2014 fall semester. As expected, students who scored a 19 or greater on the mathematics section of the ACT were significantly more likely to be enrolled in later semesters than students who scored below a 19. When students were grouped by matching ACT mathematics sub scores there was not a significant difference in 1-term and 2-term retention rates between students who took a 4-hour learning support section of probability and statistics and students who opted to take a regular 3-hour version of the same course.
APA, Harvard, Vancouver, ISO, and other styles
47

Jahangiri, Nooshin. "An exploration of female students' choices, experiences and future aspirations of studying undergraduate mathematics and engineering programmes in Iran." Thesis, University of Manchester, 2019. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-female-studentsa-choices-experiences-and-future-aspirations-of-studying-undergraduate-mathematics-and-engineering-programmes-in-iran(6675e98e-1903-4cbe-b81e-9f3773e163a8).html.

Full text
Abstract:
This study investigates the relationship between gender and participation in mathematics and engineering undergraduate degree programmes in Iran. The number of female students enrolling in Iranian Higher Education (HE) is relatively high and this remains the case in mathematics and most engineering programmes. However, the number of female graduates gaining employment in engineering and STEM-[science, technology, engineering and mathematics] related jobs in Iran remains relatively low, with gender discrimination in recruitment practices identified as a key barrier. This presents a contradiction which makes Iran a particularly interesting context to study gender in mathematics and engineering in HE. This study adopts a narrative inquiry approach to investigate how Iranian female students studying mathematics and engineering describe their choice of subject, experience of studying at university, and their future aspirations. It seeks to investigate how the social, cultural and historical structures of Iranian society shape the way these students narrate their identity as a mathematics or engineering student. In-depth analysis highlights how they position their degree as offering more or less 'capital' (Bourdieu) which resources their future identities of becoming successful career women in STEM-related professions. In doing so, these women feel able to navigate barriers to success by using their capital to improvise and exert agency over their future trajectories. In sum, I suggest the predominance of 'moving abroad' as a theme across the interviews is a consequence of the aforementioned contradiction between their desire to become successful career women whilst facing gendered discrimination in the labour market.
APA, Harvard, Vancouver, ISO, and other styles
48

Goff, George Ahmad IV. "The Influence of College among Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Majors on Career-Decision-Making Self-Efficacy." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1458463422.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Sun, Zhiru. "The Role of Self-Regulation on Students’ Learning in an Undergraduate Flipped Math Class." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437346170.

Full text
APA, Harvard, Vancouver, ISO, and other styles
50

Spencer-Tyree, Brielle Tinsley. "Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/95835.

Full text
Abstract:
This study examined the effects of computational labs in Business Calculus classes used at a single, private institution on student outcomes of conceptual understanding of calculus and attitudes towards mathematics. The first manuscript addresses the changes in conceptual understanding through multiple-method research design, a quantitative survey given pre and post study and qualitative student comments, found no significant gains in conceptual knowledge as measured by a concept inventory, however, student comments revealed valuable knowledge demonstrated through reflection on and articulation of how specific calculus concepts could be used in real world applications. The second manuscript presents results to the effects on attitudes toward mathematics, studied through multiple-method research design, using a quantitative survey given at two intervals, pre and post, and analysis of student comments, which showed that students that participated in the labs had a smaller decline in attitude, although not statistically significant, than students that did not complete the labs and the labs were most impactful on students that had previously taken calculus; student comments overwhelmingly demonstrate that students felt and appreciated that the labs allowed them to see how calculus could be applied outside the classroom. Overall students felt the labs were beneficial in the development of advantageous habits, taught some a skill they hope to further develop and study, and provided several recommendations for improvement in future implementation. Collectively, this research serves as a foundation for the effectiveness of computational tools employed in general education mathematics courses, which is not currently a widespread practice.
Doctor of Philosophy
Students from a variety of majors often leave their introductory calculus courses without seeing the connections and utility it may have to their discipline and may find it uninspiring and boring. To address these issues, there is a need for educators to continue to develop and research potentially positive approaches to impacting students' experience with calculus. This study discusses a method of doing so, by studying students' understanding of and attitude toward calculus in a one-semester Business Calculus course using computational labs to introduce students to calculus concepts often in context of a business scenario. No significant gains in conceptual knowledge were found as measured by a concept inventory; however, student comments revealed valuable knowledge demonstrated through articulation of how specific calculus concepts could be used in real world applications. Students that participated in the labs also had a smaller decline in attitude than students that did not complete the labs. Student comments overwhelmingly demonstrate that students felt and appreciated that the labs allowed them to see how calculus could be applied outside the classroom. The labs were most impactful on students that had previously taken calculus. Overall students felt the labs were beneficial in the development of advantageous habits such as persistence, utilizing resources, and precision, introduced them to coding, a skill they hope to further develop and study, and students provided several recommendations for improvement in future implementation. This research provides a foundation for the effectiveness of computational tools used in general education mathematics courses.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Undergraduate mathematics' for other source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography