NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 20 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Snell, Myra – AMATYC Review, 2007
Implementing intentional change is at the heart of Beyond Crossroads. Using assessment of student learning as a vehicle for improving learning is one of the underlying principles integrated throughout the AMATYC standards and expanded upon in Chapter 5. In this article three case studies from Los Medanos College in Pittsburg California illustrate…
Descriptors: Class Activities, Learning Activities, Educational Change, Student Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Parsons, Sue – AMATYC Review, 2007
Most two-year mathematics faculty initially won't gravitate toward the chapter on stakeholder involvement in implementing Beyond Crossroads. Faculty most likely will search out the chapter on curriculum and instruction. In fact, some mathematics faculty may not consider the relevancy of other stakeholders as an important factor for improving their…
Descriptors: College Mathematics, Mathematics Achievement, Mathematics Instruction, College Faculty
Peer reviewed Peer reviewed
Direct linkDirect link
Blair, Richelle – AMATYC Review, 2007
An important component of transitioning from a classroom instructor to a practicing teaching professional is a commitment to continuous growth and lifelong learning. The professionalization process is dynamic, producing a state of professionalism with changes in one's values, philosophy, and classroom activities. When considering a change in…
Descriptors: Class Activities, Learning Activities, Mathematics Instruction, College Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Sattler, Nancy J. – AMATYC Review, 2007
Beyond Crossroads states that mathematics faculty should (a) select technology that is accessible to students enrolled in their distance learning mathematics course, (b) advise students on the expectations of their distance learning mathematics course and orient them to the distance learning environment of their course, (c) provide students with…
Descriptors: Distance Education, Course Objectives, Mathematics Instruction, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Marwick, Judy – AMATYC Review, 2007
Assessment of student learning is key to all educational endeavors and required by governmental and accrediting bodies. Faculty initiate and implement assessment strategies to be sure that students are learning what is being taught. Classroom assessment is generally easier for faculty to embrace than course or program level assessment because…
Descriptors: Student Evaluation, Program Effectiveness, Accreditation (Institutions), Evaluation Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Scheaffer, Richard L. – AMATYC Review, 2007
Beyond Crossroads recognizes that success in the modern world demands higher-level thinking across the mathematical sciences. Broad quantitative literacy skills are essential for the college graduates of today and tomorrow if they are to be informed citizens and productive workers. Such skills include the quantitative aspects of daily life and…
Descriptors: Numeracy, College Graduates, Statistics, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Teets, Donald – AMATYC Review, 2008
This article shows how to use six parameters describing the International Space Station's orbit to predict when and in what part of the sky observers can look for the station as it passes over their location. The method requires only a good background in trigonometry and some familiarity with elementary vector and matrix operations. An included…
Descriptors: Space Exploration, Familiarity, Spreadsheets, College Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Boss'e, Michael J.; Nandakumar, N. R. – AMATYC Review, 2004
To demonstrate concepts or rapidly create quizzes, teachers commonly encounter the need to quickly create mathematical examples. Unfortunately, by producing undesirable or overly complex solutions, extemporaneously created examples can become problematic, create tense learning environments and become more confusing than they are worth. Experience…
Descriptors: Equations (Mathematics), Algebra, Mathematics Instruction, College Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Sadek, Jawad; Euler, Russell – AMATYC Review, 2005
We find infinite series in calculus to be one of the most confusing topics our students encounter. In this note, we look at some issues that our students find difficult or ambiguous involving the Ratio Test, the Root Test, and also the Alternating Series Test. We offer some suggestions and some examples, which could be a supplement to the set of…
Descriptors: Calculus, Misconceptions, Mathematics Instruction, College Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Teixeira, Klement – AMATYC Review, 2007
The case study approach is commonly used in the fields of law, medicine, and business administration to help apply theory to practice. This approach is equally useful in the teaching and learning of mathematics since various categories of coping strategies used to alleviate math anxiety become more meaningful when they are used to assist "real"…
Descriptors: Mathematics Instruction, Business Administration, Coping, Case Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Peskoff, Fred – AMATYC Review, 2007
The case study approach is commonly used in the fields of law, medicine, and business administration to help apply theory to practice. This approach is equally useful in the teaching and learning of mathematics since various categories of coping strategies used to alleviate math anxiety become more meaningful when they are used to assist "real"…
Descriptors: Mathematics Instruction, Coping, Case Studies, Mathematics Anxiety
Peer reviewed Peer reviewed
Direct linkDirect link
Dossey, John A. – AMATYC Review, 2007
The article provides a vision of how Beyond Crossroads can serve as a departmental guide to inducing systemic change at a two-year college. Curricular change does not mean just changing the content taught, it also means changing the way it is taught, the way learning may be assessed, and the ways in which faculty and administrators may evaluate…
Descriptors: Articulation (Education), Educational Change, Change Strategies, Curriculum Development
Peer reviewed Peer reviewed
Direct linkDirect link
Jacobs, Alan; Jacobs, Sally; Coe, Ted; Carruthers, Connie – AMATYC Review, 2007
How did it happen that both full-time and adjunct faculty at Scottsdale Community College embrace a standards-based curriculum from beginning algebra through differential equations? Simply put, it didn't just happen. Not only did it take well over a decade, but it was also the result of a sequence of initiatives, decisions, discussions, targeted…
Descriptors: Curriculum Development, Educational Change, Calculus, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Evered, Lisa; Nayer, Sofya – AMATYC Review, 2005
The tedium that characterizes many routine calculus activities necessary for average students often results in the loss of the most talented to the field of mathematics. One way to overburden teacher to nurture mathematical talent within a typical calculus class is to encourage student research. This article illustrates how student research…
Descriptors: Student Research, Community Colleges, Calculus, Talent
Peer reviewed Peer reviewed
Direct linkDirect link
Kinney, D. Patrick; Robertson, Douglas F. – AMATYC Review, 2005
Students in this study were enrolled in either an Introductory Algebra or Intermediate Algebra class taught through computer-mediated instruction or lecture. In the first year of the study, students were asked what they believed helped them learn mathematics in the instructional format in which they were enrolled. They were also asked what they…
Descriptors: Student Attitudes, Computer Software, Algebra, Lecture Method
Previous Page | Next Page ยป
Pages: 1  |  2