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ERIC Number: EJ1135171
Record Type: Journal
Publication Date: 2013-Jul
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1931-4744
Using Performance Tasks to Improve Quantitative Reasoning in an Introductory Mathematics Course
Kruse, Gerald; Drews, David
International Journal for the Scholarship of Teaching and Learning, v7 n2 Article 19 Jul 2013
A full-cycle assessment of our efforts to improve quantitative reasoning in an introductory math course is described. Our initial iteration substituted more open-ended performance tasks for the active learning projects than had been used. Using a quasi-experimental design, we compared multiple sections of the same course and found non-significant gains on a pre/post, rubric-scored, measure of quantitative reasoning. Subsequent course modifications included more explicit emphasis on critical thinking as a course goal and extended experience with the rubric used to score the performance tasks. Results of the second iteration yielded stronger evidence for gains in quantitative reasoning and suggest that the impact of open-ended performance tasks is increased when supported by efforts that emphasize their importance.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A