The Relationship between Confidence, Accuracy, and Decision Making in a Calculus Skills Review Program
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| Title: | The Relationship between Confidence, Accuracy, and Decision Making in a Calculus Skills Review Program |
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| Language: | English |
| Authors: | van de Sande, Carla, Vandenberg, Jana Elle |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2021 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2021 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Self Esteem, Accuracy, Decision Making, Relationship, Calculus, Skills, Intervention, Program Implementation, Knowledge Level, Vacation Programs, Program Effectiveness, Skill Development, Thinking Skills |
| Abstract: | Just like physical skills, cognitive skills grow rusty over time unless they are regularly used and practiced so academic breaks can have negative consequences on student learning and success. The Keeping in School Shape (KiSS) program is an engaging, innovative, and cost-effective intervention that harnesses the benefits of retrieval practice by using technology to help students maintain proficiency over breaks from school by delivering a daily review problem via text message or email. A growth mindset is promoted through feedback messages encouraging students to try again if they get a problem wrong and to take on a challenge problem if they get a problem correct. This paper reports on the relationship between confidence, accuracy, and decision making during the implementation of the KiSS Program at a large university during winter break for students enrolled in an engineering introductory Calculus course sequence. [For the complete proceedings, see ED630060.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED630152 |
| Database: | ERIC |
| Abstract: | Just like physical skills, cognitive skills grow rusty over time unless they are regularly used and practiced so academic breaks can have negative consequences on student learning and success. The Keeping in School Shape (KiSS) program is an engaging, innovative, and cost-effective intervention that harnesses the benefits of retrieval practice by using technology to help students maintain proficiency over breaks from school by delivering a daily review problem via text message or email. A growth mindset is promoted through feedback messages encouraging students to try again if they get a problem wrong and to take on a challenge problem if they get a problem correct. This paper reports on the relationship between confidence, accuracy, and decision making during the implementation of the KiSS Program at a large university during winter break for students enrolled in an engineering introductory Calculus course sequence. [For the complete proceedings, see ED630060.] |
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