Multimedia-enhanced Developmental Mathematics for Postsecondary Culturally Diverse Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Multimedia-enhanced Developmental Mathematics for Postsecondary Culturally Diverse Students PDF full book. Access full book title Multimedia-enhanced Developmental Mathematics for Postsecondary Culturally Diverse Students by Marcie Merinda Belfi. Download full books in PDF and EPUB format.
Author: Marcie Merinda Belfi Publisher: ISBN: Category : Languages : en Pages : 316
Book Description
Students who are not ready for college must take developmental courses, predominately in math more than reading or writing, because of the need to pass high school algebra as a prerequisite to gain entrance to college. Students who take developmental courses are predominately from minority ethnic backgrounds or from low- income families. These students often have documented learning disabilities (LD) or have been overlooked by the education system. The use of multimedia in the classroom can offer these students various methods for learning, as well as individualized instruction. The present study compares a multimedia-enhanced (MME) developmental mathematics course that has a mandatory attendance requirement to a course that teaches the same curriculum in a lecture-based format. A mixed-methods comparative analysis pretest posttest quasi-experimental design was used to compare student performance on a posttest and final exam between students taught in the MME section and students taught in the lecture-based section. A course survey was conducted to compare student satisfaction between the two conditions. Interviews were conducted to gather students' perceptions of the barriers and facilitators to learning in both conditions, as well as to determine students' past experiences with mathematics learning and their dispositions towards mathematics learning in general. The results showed that there were no statistically significant differences in student performance on the posttest and final exam between the students taught in the MME section and the students taught in the lecture-based section. There was no statistically significant difference in student satisfaction between the two sections. The barriers included the short amount of time for the summer course and lack of technology skills. The facilitators included: (a) helpful instructor, (b) supplementary videos provided by faculty member, (c) collaboration with peers, (d) examples in the software showing how to work the problems, (e) step-by-step instructions, (f) portability of the course, (g) ability to print from the lab, (h) working in the lab, (i) working at own pace, (j) access to the textbook online, and (k) opportunities for practice. These results are discussed in further detail and implications for practice and further research are also considered.
Author: Marcie Merinda Belfi Publisher: ISBN: Category : Languages : en Pages : 316
Book Description
Students who are not ready for college must take developmental courses, predominately in math more than reading or writing, because of the need to pass high school algebra as a prerequisite to gain entrance to college. Students who take developmental courses are predominately from minority ethnic backgrounds or from low- income families. These students often have documented learning disabilities (LD) or have been overlooked by the education system. The use of multimedia in the classroom can offer these students various methods for learning, as well as individualized instruction. The present study compares a multimedia-enhanced (MME) developmental mathematics course that has a mandatory attendance requirement to a course that teaches the same curriculum in a lecture-based format. A mixed-methods comparative analysis pretest posttest quasi-experimental design was used to compare student performance on a posttest and final exam between students taught in the MME section and students taught in the lecture-based section. A course survey was conducted to compare student satisfaction between the two conditions. Interviews were conducted to gather students' perceptions of the barriers and facilitators to learning in both conditions, as well as to determine students' past experiences with mathematics learning and their dispositions towards mathematics learning in general. The results showed that there were no statistically significant differences in student performance on the posttest and final exam between the students taught in the MME section and the students taught in the lecture-based section. There was no statistically significant difference in student satisfaction between the two sections. The barriers included the short amount of time for the summer course and lack of technology skills. The facilitators included: (a) helpful instructor, (b) supplementary videos provided by faculty member, (c) collaboration with peers, (d) examples in the software showing how to work the problems, (e) step-by-step instructions, (f) portability of the course, (g) ability to print from the lab, (h) working in the lab, (i) working at own pace, (j) access to the textbook online, and (k) opportunities for practice. These results are discussed in further detail and implications for practice and further research are also considered.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309496624 Category : Education Languages : en Pages : 123
Book Description
The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.
Author: Linda Clare Casola Publisher: ISBN: 9780309496636 Category : Mathematics Languages : en Pages : 110
Book Description
"The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop"--Publisher's description.
Author: Na'ilah Suad Nasir Publisher: ISBN: Category : Education Languages : en Pages : 228
Book Description
Key experts with extensive research and classroom experience examine how the multiple dimensions of race, class, culture, power, and knowledge interact in mathematics classrooms to foster and create inequities. Chapters explore new theoretical perspectives, describe successful classroom practices, and offer insights into how we might develop an effective sociocultural approach to equity in math education. Seeing diversity as an instructional resource rather than as an obstacle to be overcome, this forward-looking volume: Helps us to understand the process by which diverse learners experience mathematics education. Examines the way students’ identities can influence their mathematics learning. Describes mathematics education programs that have demonstrated their success with poor, urban, and rural students of color. Explains why certain teaching and learning interventions are successful. Offers culturally based approaches to mathematics education, including activities for the classroom.
Author: Brian V. Cafarella Publisher: ISBN: Category : Community colleges Languages : en Pages : 246
Book Description
Currently, many community colleges are struggling with poor student success rates in developmental math. Therefore, this qualitative study focused on employing best practices in developmental mathematics at an urban community college in Dayton, Ohio. Guiding the study were the following research questions: What are the best practices utilized by a group of developmental mathematics instructors at an urban community college? How do these instructors employ such practices to enhance student learning? Participants consisted of 20 developmental mathematics instructors from Sinclair Community College in Dayton, Ohio who had taught at least six developmental math classes over a two-year period and who self-reported success rates of at least 60% during that time. This study employed a pre-interview document and a face-to-face interview as the primary research instruments. Using the constant comparison method (Merriam, 2002a), the researcher constructed findings from both approaches regarding best practices in developmental math. Such practices included communication with students, the art of organization, collaborative learning, frequent low stake assessments, technology supplements, the use of mnemonics and memorable wording, and manipulatives, visuals and real-life applications. When addressing the topic of acceleration, the participants reported that this strategy is a proper fit for some students but not all. The following conclusions were based on the findings from this study. Effective communication should be established between developmental math instructors and students as well as among developmental math instructors. Developmental math faculty ought to work with their students in developing their organizational skills. Developmental math instructors should couple the implementation of frequent low stake assessments with student outreach. Collaborative learning can be beneficial to some developmental math students, but instructors must take into account the composition of the class as well their own comfort level with collaborative learning. It is also important for developmental math instructors to employ some creativity in their classes. Accelerated instruction should be reserved for higher ability developmental math students with a strong work ethic. Lastly, college administrators must recognize and respect instructor comfort level. The findings from this dissertation will assist both new and veteran developmental math instructors with implementing practices that will enhance student success in their classes. The findings are also intended to aid community college leaders in gaining an understanding of the culture of developmental math and assist these leaders in the implementation of policy and practice regarding developmental math.
Author: Sheryl E. Burgstahler Publisher: Harvard Education Press ISBN: 1612500935 Category : Education Languages : en Pages : 369
Book Description
Universal Design in Higher Education looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. Universal Design in Higher Education is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.
Author: Hunter R. Boylan Publisher: Bedford/St. Martin's ISBN: 9781457630811 Category : Language Arts & Disciplines Languages : en Pages : 0
Book Description
Developmental Education: Readings on Its Past, Present, and Future offers twenty-two selections on historical efforts to serve underprepared students, on the state of developmental education today, and on innovative practices and possible directions for the future. Compiled by Hunter R. Boylan, Director of the National Center for Developmental Education (NCDE) and a professor of Higher Education at Appalachian State University, and Barbara S. Bonham, a professor in the Department of Leadership and Educational Studies at Appalachian State University, each chapter also includes introductions and questions for discussion and reflection.
Author: Marcie Merinda Belfi
Author: Marcie Merinda Belfi
Author: National Academies of Sciences, Engineering, and Medicine
Author: Linda Clare Casola
Author: Na'ilah Suad Nasir
Author: 
Author: Brian V. Cafarella
Author: Harriet Ann Lamm
Author: Sheryl E. Burgstahler
Author: Hunter R. Boylan
Author: