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ERIC Number: ED561801
Record Type: Non-Journal
Publication Date: 2013
Pages: 324
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-4446-3
Building Conceptual Understanding in a Remedial College Mathematics Classroom: A Study of Effectiveness
Bachman, Rachel Marie
ProQuest LLC, Ed.D. Dissertation, State University of New York at Binghamton
This study investigated the effectiveness of two remedial mathematics courses that aimed to (a) present topics conceptually, (b) construct adequate schemata, and (c) introduce students to the culture of mathematics. The topics covered during the two courses were word problems, equivalence, variables and expressions, equations and inequalities, and functions. The instructional methodologies used in the courses rested on the theoretical foundation of cultural-historical theory, meaningful reception learning theory, quasi-empirical philosophy of mathematics, and resilience theory. Methods employed to develop conceptual understanding included the use of geometric modeling, manipulatives, class activities, group work, and class discussions. This study includes descriptions of the instructional methods used in the courses as well as stories of the challenges and growth students experienced with the course content and expectations. Three pretest/posttest assessments were used to assess the effectiveness of this sequence of remedial courses: the Conceptual Test, the Procedural Test, and the Mathematics Attitudes Survey. There was significant improvement made on all three assessments. Furthermore, students in the study were able to "catch up" to students in a traditional remedial algebra course with initially higher procedural pretest scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A