Using Technology-Assisted Instruction and Assessment to Reduce the Effect of Class Size on Student Outcomes in Undergraduate Mathematics Courses

2012 ◽  
Vol 60 (3) ◽  
pp. 87-94 ◽  
Author(s):  
Jim Gleason
Keyword(s):  
Class Size ◽  
Student Outcomes ◽  
Undergraduate Mathematics ◽  
Mathematics Courses ◽  
Assisted Instruction

scholarly journals Class-Size Caps, Sorting, and the Regression-Discontinuity Design

2009 ◽  
Vol 99 (1) ◽  
pp. 179-215 ◽  
Author(s):  
Miguel Urquiola ◽  
Eric Verhoogen
Keyword(s):  
Class Size ◽  
Student Outcomes ◽  
Regression Discontinuity ◽  
Regression Discontinuity Design ◽  
Household Characteristics ◽  
Research Designs ◽  
Education Market ◽  
The Relationship

This paper examines how schools' choices of class size and households' choices of schools affect regression-discontinuity-based estimates of the effect of class size on student outcomes. We build a model in which schools are subject to a class-size cap and an integer constraint on the number of classrooms, and higher-income households sort into higher-quality schools. The key prediction, borne out in data from Chile's liberalized education market, is that schools at the class-size cap adjust prices (or enrollments) to avoid adding an additional classroom, which generates discontinuities in the relationship between enrollment and household characteristics, violating the assumptions underlying regression-discontinuity research designs. (JEL D12, I21, I28, O15)

Undergraduate Mathematics Courses Required and Recommended for Admission to Economics PhD Programs in the United States

2016 ◽  
Vol 62 (1) ◽  
pp. 118-125 ◽  
Author(s):  
Martin Milkman ◽  
Riza Marjadi
Keyword(s):  
United States ◽  
Program Directors ◽  
The United States ◽  
Undergraduate Mathematics ◽  
Mathematics Courses ◽  
Undergraduate Level ◽  
Admissions Criteria ◽  
Phd Programs ◽  
Phd Program

This note presents a list of mathematics courses, normally taken at the undergraduate level, which are required or recommended as part of the admissions criteria for all economics PhD programs in the United States. The data in this note were gathered through a survey of PhD program directors, retrieval of data from PhD program websites, and personal conversations with PhD program directors in the United States. All of the data were collected during the spring and summer of 2016.

scholarly journals Acessar ou Interagir? Uma Análise em Disciplinas da Licenciatura em Matemática no Cederj

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Robson Marques De Souza ◽  
Marcelo Almeida Bairral
Keyword(s):  
Distance Education ◽  
Virtual Environment ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Rio De Janeiro ◽  
Master's Degree ◽  
Discrete Mathematics ◽  
Undergraduate Mathematics ◽  
Mathematics Courses ◽  
Prospective Mathematics Teachers

Este artigo é recorte de uma pesquisa de mestrado que analisou aspectos da formação inicial em Matemática no Polo do Centro de Educação Superior a Distância do Estado do Rio de Janeiro (Cederj) em Paracambi-RJ. Exemplifica sucintamente diferentes ferramentas disponibilizadas na plataforma e reflete sobre possíveis formas de promover interação entre licenciandos em Matemática. Ilustra acessos em três disciplinas (Matemática Discreta, Pré-Cálculo e Instrumentação no Ensino de Geometria (IEG)) obtidos por meio do histórico de entradas no ambiente no período de julho a dezembro de 2013. Identifica momentos específicos nos quais os licenciandos utilizam as ferramentas comunicativas para estabelecer contato com professores, tutores e colegas de curso, seja para sanar dúvidas, realizar ou postar atividades. Esses momentos estão concentrados nos períodos de avaliação, sendo uma exceção a disciplina IEG, na qual se detectou um acesso mais regular e indícios que sugerem maior interação no ambiente virtual da disciplina.Palavras-chave: Educação a Distância, Plataforma Cederj, Licenciatura em Matemática, interação.  Access or Interact? An Analysis of Undergraduate Courses of the Prospective Mathematics Teachers at CEDERJAbstract This article is part from a master's degree research that analyzed aspects of prospective mathematics teachers at the Polo Cederj in Paracambi-RJ. It briefly describes various tools available on the platform and reflects on ways to promote interaction among undergraduates students in Mathematics. It illustrates the access in three subjects (Discrete Mathematics, Pre-Calculus and Didactic of Geometry (DG)) obtained through the log access in the virtual environment in the period from July to December, 2013. It identifies specific times in which prospective teachers seek the tools and use them to make contact with teachers, tutors and fellow course, is to clarify doubt, perform or post activities. These moments are concentrated in the periods of assessment, as an exception to DG subject, in which were found more regular access and evidence to suggest more interaction within virtual environment of course.Keywords: Distance Education, Cederj platform, Undergraduate Mathematics Courses, interaction.

Hybrid Teaching and Learning of Computer Programming Language

2010 ◽  
pp. 487-502
Author(s):  
Fu Lee Wang ◽  
Tak-Lam Wong
Keyword(s):  
Large Class ◽  
Class Size ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Computer Assisted ◽  
Large Class Size ◽  
Hybrid Teaching ◽  
Face To Face Instruction ◽  
Assisted Instruction ◽  
Programming Courses

Teaching and learning computer programming has created significant difficulties to both teacher and student. Large class size is one of the major barriers to effective instruction. A well-designed pedagogy can make the instruction most effective. Hybrid teaching and learning combines face-to-face instruction and computer-assisted instruction to maximize students’ learning. This chapter will share the authors’ experiences in City University of Hong Kong (CityU) as they teach computer programming courses with large class size by hybrid learning model. Evaluation has showed that hybrid teaching and learning provide great flexibilities to both teaching and learning of computer programming. The students’ academic results have been significantly improved in computer programming courses.

Sex-Related Differences in Expectations of Success in Undergraduate Mathematics

1987 ◽  
Vol 18 (1) ◽  
pp. 15-24
Author(s):  
Roberta Mura
Keyword(s):  
Confidence Level ◽  
Undergraduate Mathematics ◽  
Doctoral Studies ◽  
Mathematics Courses ◽  
Canadian Universities ◽  
Related Difference ◽  
Level Of Confidence ◽  
Final Grades

Students (n=1270) from five Canadian universities were asked to predict their final grades in undergraduate mathematics courses. The percentages of women who overestimated, estimated correctly, and underestimated their grades were 51, 26, and 23; the corresponding percentages for the men were 61, 26, and 13. No sex-related difference was found in the level of confidence expressed by students in their ability to complete their bachelor's program, whereas women expressed less confidence than men in their ability to obtain a PhD. Proportionally fewer women than men expressed an intention to engage in doctoral studies. Although that intention was related to a student's confidence level, a discrepancy between women and men was found even within groups at the same confidence level.

Minorities and Mathematics: Results from the National Assessment of Educational Progress

1981 ◽  
Vol 74 (7) ◽  
pp. 560-566
Author(s):  
Constance Martin Anick ◽  
Thomas P. Carpenter ◽  
Carol Smith
Keyword(s):  
Student Outcomes ◽  
Academic Skills ◽  
The United States ◽  
Education For All ◽  
National Assessment ◽  
Mathematics Courses ◽  
Advanced Level ◽  
Equity In Education ◽  
Fundamental Goal ◽  
And Mathematics

A fundamental goal of schooling in the United States is to provide equity in education for all students. There are at least two ways that equity might be defined: (1) in terms of opportunities provided by schools or (2) in terms of student outcomes. From the second perspective, one can argue that if any population of students is achieving significantly below their peers in the nation as a whole or is participating in fewer advanced level mathematics courses, then equity in education is not being provided. This does not imply that schools are totally responsible for differences in achievement patterns of different population groups. There are many other factors within our social structure that affect students' performance in school. But it is a matter of utmost concern when large segments of the population score significantly below their peers on achievement tests and fail to develop the academic skills required to enter many occupations. The elimination of these deficiencies should be a primary goal of education.

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