Thursday | Friday Morning |
Friday Afternoon |
Saturday Morning |
Saturday Afternoon |
Next Session |
Previous Session |
Back to the top |
2:25 – 2:55 pm |
Session 15
– Contributed Reports |
Marquis A |
Graphing habits: ÒI just donÕt like thatÓ Kevin Moore, Teo Paoletti,
Irma Stevens and Natalie Hobson StudentsÕ
ways of thinking for graphs remain an important focus in mathematics
education due to both the prevalence of graphical representations in the study
of mathematics and the persistent difficulties students encounter with
graphs. In this report, we draw from clinical interviews to report ways of
thinking (or habits) undergraduate students maintain for assimilating graphs.
In particular, we characterize aspects intrinsic to studentsÕ ways of
thinking for graphs that inhibited their ability to represent covariational
relationships they conceived to constitute some phenomenon or situation. As
an example, we illustrate that studentsÕ ways of thinking for graphs were not
productive for their representing a relationship such that neither quantityÕs
value increased or decreased monotonically. 2 |
Marquis B |
The Effect of Mathematics Hybrid Course on StudentsÕ
Mathematical Beliefs Kuo-Liang Chang, Roxanne
Brinkerhoff and Ellen Backus Computer-based
courses (e.g., online or hybrid) have significantly changed the design of
pedagogy and curriculum in the past decade, which include online teaching and
learning on mathematics education. As beliefs play an essential role on
achievement, the impact of computer-based courses on mathematical beliefs is
still underdeveloped. In particular, we are interested in whether mathematics
hybrid class (blend of online and face-to-face) has different impact on
studentsÕ mathematical beliefs compared to regular face-to-face class. A
two-by-two design of instruction method (hybrid vs. regular) and mathematics
performance (high vs. low) was employed. The results showed that both hybrid
and regular class students believed understanding and memorization were
equally important in mathematics learning. Hybrid class students showed more
flexibility in selecting solution methods compared to regular class students
on their beliefs about problem solving. 13 |
Marquis C |
Using the effect sizes of subtasks to compare instructional
methods: A network model Garry Johns, Christopher
Nakamura and Curtis Grosse Networks
have become increasingly important in studying air pollution, energy use,
genetics and psychology. These directed graphs also have features that may be
useful in modeling student learning by answering questions such as the
following: How can we determine if one teaching approach has better outcomes
than a second method? In this paper we present a framework for dividing an
approach into subtasks, assigning a numerical value (such as an effect size)
to each subtask and then combining these values to determine an overall
effectiveness rating for the original approach. This process allows
researchers to investigate potential causes for student achievement rather
than simple correlations, and can compare the effectiveness of a method for
various types of students or instructors. 18 |