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171.
Thomas W. Jones Barbara A. Price Cindy H. Randall 《Decision Sciences Journal of Innovative Education》2011,9(3):379-394
A study was conducted at a southern university in sophomore level production classes to assess skills such as the order of arithmetic operations, decimal and percent conversion, solving of algebraic expressions, and evaluation of formulas. The study was replicated using business statistics and quantitative analysis classes at a southeastern university. The intent of the study was to determine math deficiencies among college students and to ascertain whether or not these deficiencies impact grades. Data analyses compared students’ test results and grades from the different classes at the two universities and identified surprising patterns across classes, universities, and professors.These results support the need for curriculum modifications to address the identified deficiencies. 相似文献
172.
Cindy S. Ticknor 《Educational Studies in Mathematics》2012,81(3):307-323
Advisory committees of mathematics consider abstract algebra as an essential component of the mathematical preparation of secondary teachers, yet preservice teachers find it challenging to connect the topics addressed in this advanced course with the high school algebra they must someday teach. This study analyzed the mathematical content knowledge that developed in preservice teachers during a semester course in abstract algebra utilizing Lerman's “person-in-practice-in-person” lens. This unit of analysis provided insights into the situated nature of the algebra learned by illuminating how the goals of the instructor and preservice teachers impacted the community of practice created in the university classroom and how participating in that community impacted the preservice teachers' mathematical identities. 相似文献
173.
Cindy Rottmann 《Journal of Educational Change》2012,13(2):191-216
North American teacher unions’ positive contributions to educational change have historically flown under the radar of educational
policy makers, a situation that has been reified by recent attacks on public sector unions. In this article, I draw on social
movement theory and an institutional case study of a self described social justice union to analyze teacher unions’ unique
contributions to educational improvement. The primary product of this analysis is a cyclical model of union-supported, teacher-initiated
educational change that codifies 40 years of social justice activism incubated, supported and catalyzed by a Canadian teacher
union. 相似文献