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Full-Text Articles in Education
Diagnostic Effects Of An Early Mastery Activity In College Algebra And Precalculus, Nathan Wakefield, Joe Champion, Jessalyn Bolkema, Douglas Dailey
Diagnostic Effects Of An Early Mastery Activity In College Algebra And Precalculus, Nathan Wakefield, Joe Champion, Jessalyn Bolkema, Douglas Dailey
Department of Mathematics: Faculty Publications
The purpose of this study was to investigate implementation of an early intervention mastery activity during the first two weeks of college algebra and precalculus courses at a large U.S. public university. Statistical modeling of (N = 935) students’ performance in the courses, including a logistic regression model of pass/fail course achievement with students’ high school rank, ACT Mathematics scores, and performance on the intervention as explanatory variables, suggested significant independent differences in course performance across performance levels on the early mastery activity. An evaluation of diagnostic validity for the model yielded a 19% false negative rate (predicted to …
Characterizing Mathematics Graduate Student Teaching Assistants’ Opportunities To Learn From Teaching, Yvonne Lai, Wendy Smith, Nathan Wakefield, Erica R. Miller, Julia St. Goar, Corbin M. Groothuis, Kelsey M. Wells
Characterizing Mathematics Graduate Student Teaching Assistants’ Opportunities To Learn From Teaching, Yvonne Lai, Wendy Smith, Nathan Wakefield, Erica R. Miller, Julia St. Goar, Corbin M. Groothuis, Kelsey M. Wells
Department of Mathematics: Faculty Publications
Exemplary models to inform novice instruction and the development of graduate teaching assistants (TAs) exist. What is missing from the literature is the process of how graduate students in model professional development programs make sense of and enact the experiences offered. A first step to understanding TAs’ learning to teach is to characterize how and whether they link observations of student work to hypotheses about student thinking and then connect those hypotheses to future teaching actions. A reason to be interested in these connections is that their strength and coherence determine how well TAs can learn from experiences. We found …
Promoting Undergraduate Research In Mathematics At The University Of Nebraska – Lincoln, Judy L. Walker, Glenn Ledder, Richard Rebarber, Gordon S. Woodward
Promoting Undergraduate Research In Mathematics At The University Of Nebraska – Lincoln, Judy L. Walker, Glenn Ledder, Richard Rebarber, Gordon S. Woodward
Department of Mathematics: Faculty Publications
The Department of Mathematics at the University of Nebraska – Lincoln (UNL) has several programs which promote undergraduate research in a variety of ways. Two of these are summer programs which draw from a national applicant pool: The Nebraska REU in Applied Mathematics (Section 1) is a traditional NSF-funded REU site, and Nebraska IMMERSE (Section 2) offers a summer “bridge” program (with a research bent) for students about to start graduate school in mathematics. IMMERSE is a relatively new program, started in 2004 as part of the department’s Mentoring through Critical Transition Points (MCTP) grant from NSF. The MCTP grant …