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Undergraduate Retention Rates for Students in Learning Support Math Classes versus Traditional Math Classes Controlling for ACT Mathematics ScoresDula, Mark E., Lampley, Sandra A., Lampley, James H. 01 April 2018 (has links)
The purpose of this study was to determine if the 1 – and 2-term retention rates for students with the same ACT mathematics subsection scores were different between students who took a regular section of Probability and Statistics and students who took a learning support section of the same course. The subjects of this study were 2,714 students enrolled in a Probability and Statistics course (either regular sections or learning support sections) at a 4-year institution from the 2013 summer semester to the 2014 fall semester. As expected, students who scored a 19 or greater on the mathematics section of the ACT were significantly more likely to be enrolled in later semesters than students who scored below a 19. When students were grouped by matching ACT mathematics sub scores there was not a significant difference in 1-term and 2-term retention rates between students who took a 4-hour learning support section of probability and statistics and students who opted to take a regular 3-hour version of the same course.
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A aprendizagem significativa em ambientes colaborativo-investigativos de aprendizagem: um estudo de conceitos de geometria analítica planaPinheiro, José Milton Lopes 12 December 2013 (has links)
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Previous issue date: 2013-12-12 / O presente estudo pretende lançar luz à proposta de trabalho com professores de matemática no
empenho sobre atividades exploratórias e investigativas, tematizadas no tratamento de temas de
Geometria Analítica Plana. Utilizamos como suporte à pesquisa, a Teoria da Aprendizagem Significativa
(TAS) concebida por David Ausubel. Direcionamos olhares qualitativos aos sujeitos ao considerarmos o
espaço e a temporariedade de suas experiências vividas. Fizemos convergências da TAS à
Fenomenologia e utilizamos das mesmas como suporte metodológico para tratamento de todo o
processo que resultou nas análises. Utilizamos das tecnologias informatizadas para subsidiar as
interações presenciais e virtuais, oportunizando o dinamismo e a colaboratividade do ambiente Virtual
Math Teams with Geogebra (VMTwG) e do software Geogebra. Mediante percepção e descrição dos
manifestos explícitos e implícitos dos sujeitos, é colocado em crise o que interroga nossa questão
diretriz, buscamos e estruturamos compreensões do que se mostrou nas interações. Lançamos olhares
analítico-reflexivos ao todo que tínhamos e intencionamos unidades nucleares: manifestos
característicos do empenho dos sujeitos enquanto membros de um grupo colaborativo; manifestos que
indicam a postura de sujeitos que exploram e investigam; aplicação de pensamentos em Geometria
Dinâmica (GD) e do software de GD, e Manifestos que sugestionam a presença de aspectos tais como
os da Teoria da Aprendizagem Significativa. Apoiamo-nos nestas unidades para apresentar o que
entendemos serem compreensões do fenômeno interrogado que propiciam argumentos estruturados
para tratamento de nossa questão diretriz. / The present study aims to highlight the proposal on mathematics teachers at commitment about
investigative and exploratory activities, themed in the treatment of analytic geometry topics. We use as
support to research, meaningful learning theory (TAS) designed by David Ausubel. We direct qualitative
looks to the subject when we consider the space and the tentativeness of their experiences. We did the
convergences of TAS to Phenomenology and use thereof as methodological support for treating the
whole process which resulted in the analyses. We use computer technologies to support face-to-face and
virtual interactions, enabling the dynamism and the colaboratividade of the environment Virtual Math
Teams with Geogebra (VMTwG) and the software Geogebra. By perception and description of explicit
and implicit manifests the subjects, that is placed in the crisis that interrogates our question guideline. We
seek and structure the understandings that have showed the interactions. Analytical and reflective looks
launched altogether, which had and plan nuclear units: characteristic manifests the subject commitment
while members of a collaborative group; manifests indicating the posture of subjects that explore and
investigate; application of thoughts on Dynamic Geometry (GD) and GD software, and Manifests that
suggest the presence of aspects such as the theory of meaningful learning. We support these units to
present what we believe to be the understandings phenomenon questioned that provide structured
arguments for treating our question guideline.
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