Rethinking course structure: increased participation and persistence in introductory post-secondary mathematics courses
| dc.contributor.author | Barr, Darja | |
| dc.contributor.author | Wessel, Lindsay | |
| dc.date.accessioned | 2018-01-03T21:38:16Z | |
| dc.date.available | 2018-01-03T21:38:16Z | |
| dc.date.issued | 2017-12-08 | |
| dc.date.updated | 2018-01-01T08:59:51Z | |
| dc.description.abstract | Abstract High failure and withdrawal rates in introductory post-secondary mathematics courses are a problem locally, nationally, and internationally. This leads to first-year mathematics courses creating a closed door, or a barrier, to further study of mathematics, of STEM disciplines, and in University as a whole. In this article, the authors describe the implementation of a modified course structure in a first-year undergraduate mathematics course. The new structure makes use of a combination of mastery learning strategies together with the beneficial effects of small class sizes to address the issues of historically high failure and withdrawal rates and low grade-point averages. Results show that careful planning of the structure of a course can have a positive effect on student success, and thus on attitude towards mathematics. | |
| dc.identifier.citation | Fields Mathematics Education Journal. 2017 Dec 08;3(1):3 | |
| dc.identifier.uri | http://dx.doi.org/10.1186/s40928-017-0004-8 | |
| dc.identifier.uri | http://hdl.handle.net/1993/32729 | |
| dc.language.rfc3066 | en | |
| dc.rights | open access | en_US |
| dc.rights.holder | The Author(s) | |
| dc.title | Rethinking course structure: increased participation and persistence in introductory post-secondary mathematics courses | |
| dc.type | Journal Article |