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The Mathematical Association of America, 2004 Report 1 of 2, This report is from a series of disciplinary workshops organized by the Curriculum Renewal Across the First Two Years (CRAFTY) subcommittee of the Committee for the Undergraduate Program in Mathematics (CUPM). This itemized report, informed by the views of a broad segment of the mathematics community and its partner disciplines, sets recommendations that will assist mathematics departments as they plan their programs through the first decade of the 21st century.

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Tia Brown McNair This peer-review volume explores the relationship between high-impact practices and underserved student success. The article addresses what faculty can do to redesign courses to achieve transparency in student learning and embed effective practices, such as a problem-centered curriculum, to foster underserved student development and success in college. The work in creating this publication involved faculty teams from seven minority-serving institutions and a Transparency in Learning and Teaching Survey.

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Pamela Burdman/LearningWorks This report examines how colleges and college systems across the United States are changing their structural approach to developmental math, including these systems strategies, outcomes and future implications.

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Joseph Epstein/American Mathematical Society The Calculus Concept Inventory (CCI) was developed by Epstein and a panel of experts to assess students' understanding of differential calculus concepts. The test is intended to be given as a pre-test at the beginning of a first semester calculus course and, again, as a post-test at the end of the course. This article examines CCI development and validation as a concept inventory to examine teaching methodology and curricula issues that prevail for undergraduate mathematics.

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National Center on Education and the Economy A research report based on empirical studies in English and mathematics requirements at some of the world's best instructional programs. This report aims to understand and describe what it means to be college- and career-ready.

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Mathematical Association of America This volume contains insights from mathematics education research that have direct implications for anyone interested in improving teaching and learning in undergraduate mathematics. This synthesis of research on learning and teaching mathematics provides relevant information for any mathematics department or any individual faculty member who is working to improve introductory proof courses, the longitudinal coherence of precalculus through differential equations, students' mathematical thinking and problem solving abilities, and students' understanding of fundamental ideas such as variable, and rate of change. Other chapters include information about programs that have been successful in supporting students' continued study of mathematics. The authors provide many examples and ideas to help the reader infuse the knowledge from mathematics education research into mathematics teaching practice.

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American Mathematical Association of Two-Year Colleges (AMATYC), Jack Rotman This webpage provides a brief overview and description of the New Life Project and its model (AMATYC, et al.). The project aims for higher success rates in developmental courses and improving developmental education preparation with the appropriate mathematics so students spend less time in non-credit courses. The site also has a visualization on the New Life Project mathematics pathways, links to presentations, and links to an online community with further information on the New Life Project.

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Institute for Higher Education Policy Though we know that data use drives student success and helps close equity gaps, it is important to understand how institutions are using data for daily and long-term decision making. This report lays out how institutional leaders can learn from these best practices in building data-driven cultures and leverage them to increase student success on their campuses as well.

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In this video students share their stories of overcoming past challenges, persevering to find success in mathematics pathways, and the joy of experiencing math as a “language” they can understand. (5:07)

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In this video faculty member Russell Self of Trinity Valley Community College describes his experiences with courses aligned with the DCMP Model. Russell speaks about how he is able to see his students grow in their ability to work with others and become independent learners. (0:53)

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