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The sad thing is there are already many well-researched strategies for improving the success of all students in calculus and significantly reducing any gaps bet
by edtechdev 10y ago
The sad thing is there are already many well-researched strategies for improving the success of all students in calculus and significantly reducing any gaps between student groups.
Things like:
* Teaching the math in context instead of abstractly. See https://engineering-computer-science.wright.edu/research/engineering-mathematics/the-wright-state-model-for-engineering-mathematics-education https://engineering-computer-science.wright.edu/research/eng...
* Give students opportunities to learn from one another in groups, using techniques like peer instruction, peer-assisted reflection, peer-led team learning, supplemental instruction, etc. https://link.springer.com/article/10.1007/s40753-015-0005-y https://link.springer.com/article/10.1007/s40753-015-0005-y
* Use adaptive learning tools that help personalize the learning, give students extensive practice, and let them go at their own pace. See ALEKS or MyMathLab, for example.
* Teach students how to learn, how to study, how to manage their time, etc. See for example this class https://researchnews.osu.edu/archive/lrngclas.htm https://researchnews.osu.edu/archive/lrngclas.htm or this lesson https://styluspub.presswarehouse.com/Titles/TeachStudentsHowtoLearn.aspx https://styluspub.presswarehouse.com/Titles/TeachStudentsHow...
* Certified training for tutors, peer mentors, teaching assistants, and the like http://serc.carleton.edu/sp/library/learning_assistants/index.html http://serc.carleton.edu/sp/library/learning_assistants/inde... http://www.cirtl.net/ http://www.cirtl.net/
* Train the faculty on how to teach better with active learning instead of just lecturing http://www.sciencemag.org/news/2014/05/lectures-arent-just-boring-theyre-ineffective-too-study-finds http://www.sciencemag.org/news/2014/05/lectures-arent-just-b...
There was a national study even of what the best calculus programs do: https://launchings.blogspot.com/2014/01/maa-calculus-study-seven.html https://launchings.blogspot.com/2014/01/maa-calculus-study-s...
- noahmbarr 10y agoMost top US schools don't consider the quality of instruction as a professor's primary objective.
- skolos 10y agoThe study showed that the problem is not in performance, but in confidence levels. So the strategies that you mentioned won't solve the problem.
- edtechdev 10y agoTeaching strategies and teachers/tutors have an effect on student confidence, motivation, self-efficacy, attitudes, and performance. The first link (teaching math in the context of engineering) increases the confidence of female students (along with many other benefits): https://www.aacu.org/sites/default/files/files/tides/Klingbeil.pdf https://www.aacu.org/sites/default/files/files/tides/Klingbe... Peer instruction narrows the gender gap http://mazur.harvard.edu/research/detailspage.php?rowid=9 http://mazur.harvard.edu/research/detailspage.php?rowid=9 Inquiry based learning in math helps female students http://www.colorado.edu/eer/research/steminquiry.html http://www.colorado.edu/eer/research/steminquiry.html and so on confidence (and related concepts like self-efficacy and sense of belonging) can be taught directly or positively influenced indirectly. See for example interventions that teach 'growth mindset' in math: http://www.aauw.org/2011/05/26/growth-mindsets-and-stem/ http://www.aauw.org/2011/05/26/growth-mindsets-and-stem/ This video explains growth mindset the best: https://www.youtube.com/watch?v=pN34FNbOKXc https://www.youtube.com/watch?v=pN34FNbOKXc And Jo Boaler has written a great deal on how growth mindset can improve girls' performance in math classes: http://wordplay.blogs.nytimes.com/2016/04/18/boaler-math-mindset/ http://wordplay.blogs.nytimes.com/2016/04/18/boaler-math-min...