Education Commons^™

Good Teachers Borrow, Great Teachers Steal: A Case Study In Borrowing For A Teaching Project, Mike May, Rebecca Segal, Victor Piercey, Tao Chen

Publications and Research

Very few great ideas in teaching are without ancestors or descendants. This paper presents a case study in how one particular pedagogical project, the work at Saint Louis University as part of the National Science Foundation supported SUMMIT-P consortium, borrowed from other sources. The particular project was an interdisciplinary collaboration to make mathematics education more effective for business students. The various borrowings are treated in roughly chronological order from initial inspiration through planned adoption and adaptation of the work of others to the addition of features that only became available mid-project. The kinds of sources include a particular business calculus …

Creating Art Patterns With Math And Code, Boyan Kostadinov

Publications and Research

The goal of this talk is to showcase some visualization projects that we developed for a 3-day Code in R summer program, designed to inspire the creative side of our STEM students by engaging them with computational projects that we developed with the purpose of mixing calculus level math and code to create complex geometric patterns. One of the goals of this program was to attract more minority and female students into applied math and computer science majors.

The projects are designed to be implemented using the high-level, open-source and free computational environment R, a popular software in industry for …

Should Students Assessed As Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial, Alexandra W. Logue, Mari Watanabe, Daniel Douglas

Publications and Research

Many college students never take, or do not pass, required remedial mathematics courses theorized to increase college-level performance. Some colleges and states are therefore instituting policies allowing students to take college-level courses without first taking remedial courses. However, no experiments have compared the effectiveness of these approaches, and other data are mixed. We randomly assigned 907 students to (a) remedial elementary algebra, (b) that course with workshops, or (c) college-level statistics with workshops (corequisite remediation). Students assigned to statistics passed at a rate 16 percentage points higher than those assigned to algebra (p

Should Students Assessed As Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial, Alexandra W. Logue, Mari Watanabe-Rose, Daniel Douglas

Publications and Research

This data set is for Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial (Logue, Watanabe-Rose, & Douglas, 2016).

How Much Does Poor Reading Lower Math Scores?, William (Bill) H. Williams, Sandra P. Clarkson Ph.D

Publications and Research

No abstract provided.