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Gruber, Sean; Rosca, Raluca I.; Chazan, Daniel; Fleming, Elizabeth; Balady, Steve; VanNetta, Catherine; Okoudjou, Kasso A. – PRIMUS, 2021

Addressed toward course coordinators and departmental leaders interested in redesigning an undergraduate mathematics course, we highlight the steps our team at the University of Maryland, College Park has taken in bringing active learning to our Precalculus course. We provide examples of ways in which we have coordinated active learning across…

Descriptors: Undergraduate Study, College Mathematics, Mathematics Instruction, Calculus

Improving Student Success and Supporting Student Meaning-Making in Large-Lecture Precalculus Classes

McNicholl, T. H.; Frank, K.; Hogenson, K.; Roat, J.; Carlson, M. P. – PRIMUS, 2021

We discuss an implementation of the research-based Pathways precalculus curriculum in a large-lecture format supported by recitations, clickers, and online homework. We describe our approach to adapting the implementation of Pathways precalculus from a small class to a large lecture instructional format. We report data on student learning and…

Descriptors: Mathematics Instruction, College Mathematics, Teaching Methods, Calculus

Venkatesh, Anil; Piercey, Victor – PRIMUS, 2021

Quantitative Reasoning for Professionals is a two-semester general education sequence that teaches basic and intermediate algebra through the lens of quantitative reasoning. In this course sequence, we emphasize communication and inference-making while teaching practical algebra skills for students in programs such as business, nursing, and social…

Descriptors: Mathematics Instruction, College Mathematics, Inquiry, Grading

Beagley, Jonathan; Capaldi, Mindy – PRIMUS, 2020

Homework is prevalent in mathematics courses, as are cumulative final exams. This study incorporated the memory science concepts of the "testing effect" and "spacing effect" in the homework and final exam of college mathematics courses. By replacing some new homework problems with review problems, students had additional…

Descriptors: Homework, Mathematics Instruction, Calculus, College Mathematics

Bagley, Spencer – PRIMUS, 2020

The flipped classroom model interchanges the roles of in-class and out-of-class time to allow students more time to engage with cognitively demanding tasks when expert help from their instructor is more available. An extensive body of literature supports the effectiveness of this model. In contrast, I present a case study of a less-successful…

Descriptors: Educational Technology, Technology Uses in Education, Homework, Video Technology

Peters, Travis; Johnston, Elgin; Bolles, Heather; Ogilvie, Craig; Knaub, Alexis; Holme, Thomas – PRIMUS, 2020

Team-Based Learning (TBL) uses a flipped classroom model and involves students working collaboratively in small groups, with peer assessments to promote group accountability. We implemented TBL in Calculus I in both large (N [tilde] 150) and small (N [tilde] 35) class settings. We investigated the impact of this form of instruction over two…

Descriptors: Teamwork, Mathematics Instruction, Homework, Video Technology

Ward, Erika L. – PRIMUS, 2020

Homework gives students the opportunity to practice new skills in both familiar and unfamiliar situations, and to develop an understanding of related concepts. Although some of these goals can be easily accomplished in online homework, many systems are less useful for handling open-ended questions. Written homework, on the other hand, takes time…

Descriptors: Homework, Teaching Methods, Feedback (Response), Learner Engagement

Krouss, Paul; Lesseig, Kristin – PRIMUS, 2020

Introductory and remedial courses in college mathematics often serve as a gateway to student success. However, these university courses have seen little innovation despite historically low success rates. We sought to address deficits of the traditional lecture model and enhance student learning in an introductory college algebra course through the…

Descriptors: Educational Technology, Technology Uses in Education, Homework, Video Technology

Koban, D.; Fukuzawa, M.; Slocum, R.; Fletcher, M.; Pleuss, J. – PRIMUS, 2020

We present an analysis on the differential effects of incentivizing homework in an introductory mathematics course at the United States Military Academy. We found that including homework as part of a student's overall course average (incentive) led to a significantly higher performance (achievement) on homework assignments. However, doing homework…

Descriptors: Homework, Correlation, Mathematics Achievement, Introductory Courses

Jones, Leslie B.; Hopkins, Britney J. – PRIMUS, 2020

Computer programming and mathematical algorithms are natural partners in the development of programming skills, logical thought, and a deeper understanding of mathematical concepts. We present the details of a course which blends the two at the sophomore level. This course is required of our mathematics majors, but attracts mathematics minors from…

Descriptors: Mathematics Instruction, Programming, Teaching Methods, College Mathematics

Elsinger, Jason; Lewis, Drew – PRIMUS, 2020

This article describes a framework of Standards-Based Grading suitable for use in a variety of mathematics courses. We detail our experience adapting this framework to various courses, ranging from Pre-calculus to Differential Equations, at four different institutions, including both small liberal arts colleges and large universities, and in class…

Descriptors: Academic Standards, Grading, Mathematics Education, College Mathematics

Zimmerman, Jane K. – PRIMUS, 2020

Standards-based grading (SBG) is an assessment/grading system that attaches scores to the mastery level of specific learning objectives. This methodology is gaining momentum in the K-12 environment but has been largely overlooked at the post-secondary level. In this paper, I will discuss the implementation of this practice in a College Algebra…

Descriptors: Grading, Standards, Mathematics Instruction, College Mathematics

Carlisle, Sylvia – PRIMUS, 2020

Specifications grading is a version of mastery grading distinguished by giving students clear specifications that their work must meet, and grading most things pass/fail based on those specifications. Mastery grading systems can get quite elaborate, with hierarchies of objectives and various systems for rewriting and retesting. In this article I…

Descriptors: Grading, Standards, Mathematics Instruction, Calculus

Weir, Rachel J. – PRIMUS, 2020

Like many math educators, I have spent much of my career bound to traditional methods of instruction and assessment. In recent years, motivated by a growing understanding that such approaches may not result in equitable or inclusive classroom environments, my teaching philosophy has shifted radically. In this article, I describe how I transformed…

Descriptors: Calculus, Mathematics Instruction, Teaching Methods, Student Centered Learning

Halperin, Alexander – PRIMUS, 2020

I describe the motivation, structure, implementation, and student feedback of my mastery-based testing (MBT) system with a significant final exam component in Calculus I and II since 2016. Grades for each written assignment, quiz, and exam question were assigned on a Mastery/Progressing/Needs Improvement (M/P/NI) scale. Homework and quizzes could…

Descriptors: Mastery Learning, Testing, Mathematics Tests, Calculus