Integrating the nctm curriculum and evaluation standards for school mathematics and calculus reform recommendations into an applied calculus course
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| Title: | Integrating the nctm curriculum and evaluation standards for school mathematics and calculus reform recommendations into an applied calculus course |
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| Authors: | Child, Gloria A. |
| Committee Members: | Kysilka, Marcella |
| Summary: | The purpose of this study was to examine efforts to restructure the instructional delivery of applied calculus to college students. The study analyzed the efforts made by the researcher to integrate instructional strategies promoted by the NCTM Standards and the Calculus Initiative into an applied calculus classroom. The main objectives in selecting instructional strategies were to make the teaching and learning of calculus an active, interesting, and dynamic process; one in which students focused on concepts, while the researcher focused on students and their learning needs. The strategies chosen to accomplish these goals were: activities that required investigations, cooperative group work, the use of technology, emphasis on concepts with manipulative skills de-emphasized, varied assessment strategies, and more student involvement in classroom discussions and classroom decision making. This study was a thorough observation of what happened in one classroom, where the teacher was motivated to change calculus instruction The researcher analyzed how the instructional system operated, what those participating in the study regarded as its advantages and disadvantages, and how students' academic experiences were affected. The reported data was based on the fifteen students who completed the course. The data suggested that these innovations were effective, both in improving student attitudes about mathematics and in promoting learning. |
| URL: | https://stars.library.ucf.edu/rtd/3813 |
| Database: | OpenDissertations |
| Abstract: | The purpose of this study was to examine efforts to restructure the instructional delivery of applied calculus to college students. The study analyzed the efforts made by the researcher to integrate instructional strategies promoted by the NCTM Standards and the Calculus Initiative into an applied calculus classroom. The main objectives in selecting instructional strategies were to make the teaching and learning of calculus an active, interesting, and dynamic process; one in which students focused on concepts, while the researcher focused on students and their learning needs. The strategies chosen to accomplish these goals were: activities that required investigations, cooperative group work, the use of technology, emphasis on concepts with manipulative skills de-emphasized, varied assessment strategies, and more student involvement in classroom discussions and classroom decision making. This study was a thorough observation of what happened in one classroom, where the teacher was motivated to change calculus instruction The researcher analyzed how the instructional system operated, what those participating in the study regarded as its advantages and disadvantages, and how students' academic experiences were affected. The reported data was based on the fifteen students who completed the course. The data suggested that these innovations were effective, both in improving student attitudes about mathematics and in promoting learning. |
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