During the first 12 weeks of an applied calculus course, two classes of college students studied calculus concepts using graphical and symbol-manipulation computer programs to perform routine manipulations. Three weeks were spent on skill development. Students showed better understanding of concepts and performed almost as well on routine skills.…

Recognizes three major problems for use of student achievement in measuring teacher effectiveness: (1) great variability in initial student capabilities; (2) teaching to the examinations; and (3) regression effects. Pretests/posttests and outside observers were shown (in a pilot study) to avoid such problems. (DH)

In this paper, we discuss the (potentially positive) pedagogical role of intrinsic limitations of computational descriptions for mathematical concepts, with special focus on the concept of derivative. Our claim is that, in a suitable approach, those limitations can act for the enrichment of learners' concept images. We report a case study with a…

During the academic years 1993-1995, instructors from the Department of Mathematics from the University of Illinois at Chicago and Richard J. Daley College (Illinois) conducted an experiment in remedial mathematics classes at a community college. The researchers wanted to investigate whether, while teaching mathematics in a rigorous manner, they…

This qualitative study used phenomenology to investigate African American college students' perceptions of exemplary mathematics teaching practices. Data collection occurred over 12 weeks from February-April 1999. The data collection involved interviews, surveys, exemplary teacher observations, and autobiographies. Initially, participants were…

Investigated students' (N=110) understanding of elementary calculus using clinical interview method. Analysis of responses to tasks concerning differentiation and rate of change led to detailed data concerning degree of understanding attained and common errors/misconceptions. Implications for mathematics instruction are discussed. (This is a…

Identified difficulties encountered in spontaneous modeling, as well as strategies, approaches, and language used in this activity. Graduate mathematics students (N=223) were asked to create a mathematical model of a biological process. Their solutions and strategies are analyzed and results described. Significant conclusions for teaching applied…

Anticipating enrollment limitations in the University of Alabama's engineering technology programs, a research project was conducted to find a method of limiting enrollment without sacrificing program quality. Portions of the study dealing with selection of optimum entry-level mathematics and preparatory course/professional course relationship are…

This study compared a large class instruction procedure with conventional small class instruction for a mathematics course for prospective elementary teachers. (MP)

This course combined English language training with guidance and practice in teaching mathematics and represented a joint effort on the part of the English and Mathematics Departments. (MP)

This study was designed to determine if the use of manipulative aids facilitated learning of mathematical concepts and skills by preservice elementary teachers. Results suggest that demonstration of materials is as effective as the "hands-on" approach. (MK)

The effect on student attainment of the number of moves in a concept teaching venture is examined. Results suggest the number of moves in short ventures had little effect on attainment of mathematical concepts. However, performance increased as the number of moves in longer ventures increased. (Author/MK)

Discusses the educational value of engaging mathematics students in writing a journal. Provides a table showing the relationship between writing topics and the potential benefits. (Author/YP)

Investigated the effect of mathematics instruction with the aid of microcomputer illustrations on the achievement of college students enrolled in an intermediate algebra course. There was a treatment effect on the comprehensive final examination. (YP)

Investigated the effect of the choice of a model's medium (algebraic expression or computer program) on the performance of students. Student programers did not transfer the qualities of a computer program approach to their algebraic models. Provides items for five tests. (YP)