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Articles 1 - 7 of 7
Full-Text Articles in Education
Faith Connections In The Math Classroom, Valorie L. Zonnefeld, Ryan G. Zonnefeld
Faith Connections In The Math Classroom, Valorie L. Zonnefeld, Ryan G. Zonnefeld
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Looking for ways to make faith connections in your math classroom? The Zonnefelds present a framework, developed in collaboration with local teachers, that synthesizes faith connections, the TfT framework, and Common Core standards.
Standards-Based Assessment In A Developmental Math Course, Valorie L. Zonnefeld, Michal Huizenga, Aaron Van Beek, Kate Van Weelden
Standards-Based Assessment In A Developmental Math Course, Valorie L. Zonnefeld, Michal Huizenga, Aaron Van Beek, Kate Van Weelden
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Learn why we decided to try standards-based instruction in an undergraduate, developmental algebra course and what we learned in the process.
Effects Of Growth Mindset Training On Undergraduate Statistics Students, Valorie L. Zonnefeld
Effects Of Growth Mindset Training On Undergraduate Statistics Students, Valorie L. Zonnefeld
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Undergraduate introductory statistics courses have experienced numerous changes in the past century, for instance, increased enrollment and diversification of students required to take the courses. Promising research has been conducted on mathematical mindsets, however, no research is available for introductory statistics courses. This presentation addresses the effect of growth mindset training on students in mathematics.
Broadening The Impact And Effectiveness Of Simulation-Based Curricula For Introductory Statistics, Nathan L. Tintle, Beth Chance, George Cobb, Allan Rossman, Soma Roy, Todd Swanson, Jill Vanderstoep
Broadening The Impact And Effectiveness Of Simulation-Based Curricula For Introductory Statistics, Nathan L. Tintle, Beth Chance, George Cobb, Allan Rossman, Soma Roy, Todd Swanson, Jill Vanderstoep
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The demands for a statistically literate society are increasing, and the introductory statistics course “Stat 101” remains the primary venue for learning statistics for the majority of high school and undergraduate students. After three decades of very fruitful activity in the areas of pedagogy and assessment, but with comparatively little pressure for rethinking the content of this course, the statistics education community has recently turned its attention to focusing on simulation-based methods, including bootstrapping and permutation tests, to illustrate core concepts of statistical inference within the context of the overall statistical investigative process. This new focus presents an opportunity to …
Mindset Training For Undergraduates In Developmental Mathematics, Valorie L. Zonnefeld, Kate Van Weelden
Mindset Training For Undergraduates In Developmental Mathematics, Valorie L. Zonnefeld, Kate Van Weelden
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This poster highlights the work of an individual study that student Kate Van Weelden did in Dr. Zonnefeld's Math 100 class. Kate was a teacher assistant who led a lab session for 6 of the students in the Math 100 course. Throughout the semester Kate implemented incremental mindset training for her 6 students. The results showed a promising avenue for improved achievement, especially among males.
Analyzing Unique-Matching Games Using Elementary Mathematics, Calvin Jongsma, Tom Clark
Analyzing Unique-Matching Games Using Elementary Mathematics, Calvin Jongsma, Tom Clark
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We present here an analysis of the game of Spot It! that can be used as background information for the purpose of leading a math circle around the game. The presentation here follows the progression of solving the puzzle for simple cases first and culminating in the solution of the original game.
Student Performance In Curricula Centered On Simulation-Based Inference: A Preliminary Report, Beth Chance, Jimmy Wong, Nathan L. Tintle
Student Performance In Curricula Centered On Simulation-Based Inference: A Preliminary Report, Beth Chance, Jimmy Wong, Nathan L. Tintle
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"Simulation-based inference"(e.g., bootstrapping and randomization tests) has been advocated recently with the goal of improving student understanding of statistical inference, as well as the statistical investigative process as a whole. Preliminary assessment data have been largely positive. This article describes the analysis of the first year of data from a multi-institution assessment effort by instructors using such an approach in a college-level introductory statistics course, some for the first time. We examine several pre-/post-measures of student attitudes and conceptual understanding of several topics in the introductory course. We highlight some patterns in the data, focusing on student level and instructor …