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ERIC Number: ED403853
Record Type: Non-Journal
Publication Date: 1996-Oct
Pages: 17
Abstractor: N/A
Reference Count: N/A
The Challenge of Teaching Quantitative Skills to Students with Limited Mathematical Background.
Anosike, Nnamdi
There is a myth in the African American community that only a few students are bright enough to effectively learn quantitative skills, and many African American students attend college with the assumption that they are not good at mathematics and as a result cannot choose majors that require the mastery of quantitative skills. African American students are said to learn better via visually-aided instruction, to prefer to have instruction demonstrated in a variety of ways, and to prefer participatory learning. At an undergraduate institution where some students have limited preparation in quantitative skills, a strong remedial program is often in place, and deficiencies are eliminated during the freshman year. Statistics indicate that in junior level quantitative courses, many of the students are still ill-prepared. In an alternative instructional strategy called "in-class assignment," two instructional strategies are used: (1) in-class individual and group problem-solving sessions between lectures, and (2) the use of examples that reflect the socioeconomic backgrounds of the students. This approach has resulted in a decline in the rate of absenteeism, an increase in the desire to learn quantitative skills, and an increase in the number of students who perform at a level higher than their standardized test scores suggest. (Author/JLS)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A