Revisiting Past Assignments: Do Precalculus Students Learn More from Revising or Discussing Their Work?
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| Title: | Revisiting Past Assignments: Do Precalculus Students Learn More from Revising or Discussing Their Work? |
|---|---|
| Authors: | Epstein, R. (AUTHOR) rachel.epstein@gcsu.edu |
| Source: | Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies. 2024, Vol. 34 Issue 2, p135-151. 17p. |
| Subject Terms: | *Psychology of students, *Curriculum, *Homework, *Learning, *Confidence |
| Abstract: | In introductory math courses such as precalculus, students often have difficulty with assignments that require explanations or synthesizing knowledge. When students receive low scores on such assignments, instructors often wish to help students understand the material they struggled with. A common strategy is to allow the students to revise and resubmit the assignment. In a study of a precalculus course, I investigate the effects on learning and confidence of two strategies: allowing homework revisions and offering extra points for meeting with the instructor to discuss the assignment. The data indicate that discussions appeared to have the greatest effect on quiz scores and confidence, although both strategies were beneficial when compared to using neither strategy. In addition, this article looks at student perceptions of the strategies. [ABSTRACT FROM AUTHOR] |
| Copyright of Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 175194871 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Revisiting Past Assignments: Do Precalculus Students Learn More from Revising or Discussing Their Work? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Epstein%2C+R%2E%22">Epstein, R.</searchLink> (AUTHOR)<i> rachel.epstein@gcsu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Primus%3A+Problems%2C+Resources+%26+Issues+in+Mathematics+Undergraduate+Studies%22">Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies</searchLink>. 2024, Vol. 34 Issue 2, p135-151. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Homework%22">Homework</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Confidence%22">Confidence</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In introductory math courses such as precalculus, students often have difficulty with assignments that require explanations or synthesizing knowledge. When students receive low scores on such assignments, instructors often wish to help students understand the material they struggled with. A common strategy is to allow the students to revise and resubmit the assignment. In a study of a precalculus course, I investigate the effects on learning and confidence of two strategies: allowing homework revisions and offering extra points for meeting with the instructor to discuss the assignment. The data indicate that discussions appeared to have the greatest effect on quiz scores and confidence, although both strategies were beneficial when compared to using neither strategy. In addition, this article looks at student perceptions of the strategies. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=175194871 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10511970.2023.2250764 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 135 Subjects: – SubjectFull: Psychology of students Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Homework Type: general – SubjectFull: Learning Type: general – SubjectFull: Confidence Type: general Titles: – TitleFull: Revisiting Past Assignments: Do Precalculus Students Learn More from Revising or Discussing Their Work? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Epstein, R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10511970 Numbering: – Type: volume Value: 34 – Type: issue Value: 2 Titles: – TitleFull: Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies Type: main |
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