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Articles 1 - 4 of 4
Full-Text Articles in Education
Streamlining Time Spent In Alternative Developmental Mathematics Pathways: Increasing Access To College-Level Mathematics Courses By Altering Placement Procedures, Marla A. Sole
Publications and Research
Developmental mathematics, which is designed to prepare students for college-level mathematics courses, can be a barrier to students’ success. In the United States, the majority of students placed into developmental mathematics courses fail to complete the developmental sequence. Alternative mathematics pathways offer some benefits when integrated with “just-in- time support” or expedited instruction on specific prerequisite concepts needed solely for the current lesson. This study compares two statistics courses taught at a public community college: a complete course taught in one semester and a two-semester version with just-in-time developmental content integrated into the course. The study found that students placed …
Proceedings Of The Cuny Games Conference 6.0, Robert O. Duncan, Joseph Bisz, Christina Boyle, Kathleen Offenholley, Maura A. Smale, Carolyn Stallard, Deborah Sturm
Proceedings Of The Cuny Games Conference 6.0, Robert O. Duncan, Joseph Bisz, Christina Boyle, Kathleen Offenholley, Maura A. Smale, Carolyn Stallard, Deborah Sturm
Publications and Research
The CUNY Games Network is an organization dedicated to encouraging research, scholarship and teaching in the developing field of games-based learning. We connect educators from every campus and discipline at CUNY and beyond who are interested in digital and non-digital games, simulations, and other forms of interactive teaching and inquiry-based learning. These proceedings summarize the CUNY Games Conference 6.0, where scholars shared research findings at a three-day event to promote and discuss game-based pedagogy in higher education. Presenters could share findings in oral presentations, posters, demos, or play testing sessions. The conference also included workshops on how to modify existing …
The Use Of A Modified Hess’ Cognitive Rigor Matrix To Assess Students’ Depth Of Knowledge In Key Concepts Of Gas Stoichiometry And Chemical Equilibrium, Maria Greene
Dissertations, Theses, and Capstone Projects
The research presented as part of this dissertation is a combination of two separate studies conducted to assess and evaluate undergraduate general chemistry students’ understanding and depth of knowledge (DOK) of concepts in gas stoichiometry and chemical equilibrium. The two separate studies were conducted using a modified Hess Cognitive Rigor Matrix (CRM) to analyze students’ responses to multiple-choice questions (MCQ) and their written rationales to their answer choices. The Hess Cognitive Rigor Matrix, which is an incorporation and coordination of both Bloom’s and Webb’s DOK taxonomies, allowed the facilitation of the opportunity to code students’ written responses across the four …
Black And Brown Students’ Mathematics Anxiety In Elementary School: The Use Of Restorative Justice Circles And Critical Concepts Of Care, Hope, And Love, Mariana E. Winnik
Black And Brown Students’ Mathematics Anxiety In Elementary School: The Use Of Restorative Justice Circles And Critical Concepts Of Care, Hope, And Love, Mariana E. Winnik
Dissertations, Theses, and Capstone Projects
Children navigate their world and are constantly making meaning of their experiences. Through this meaning making, children are also constructing their identities. Black and Brown children have an added layer of identity construction compared to their White peers. Black and Brown students develop their racial identity in conjunction with multiple other identities. This paper focuses specifically on how Black and Brown students construct a "mathematics identity" that is meaningful to their racial identity in order to help lessen their mathematics anxiety. I argue that the use of Restorative Justice Circles (RJC) in classrooms will allow for students to bring their …