Supporting At-Risk University Business Mathematics Students: Shifting the Focus to Pedagogy
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| Title: | Supporting At-Risk University Business Mathematics Students: Shifting the Focus to Pedagogy |
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| Language: | English |
| Authors: | LeSage, Ann (ORCID |
| Source: | International Electronic Journal of Mathematics Education. 2021 16(2). |
| Availability: | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | At Risk Students, Mathematics Instruction, College Preparation, Business Administration Education, Teaching Methods, Student Attitudes, College Freshmen, Comparative Analysis, Cooperative Learning, Problem Solving, Educational Experience, Grade Point Average, Thinking Skills |
| ISSN: | 1306-3030 |
| Abstract: | Colleges and universities are grappling with supporting underprepared students in mathematics. While research examines the demographics of students and the effects of changing the number of preparatory courses, few studies examine the impact of pedagogical practices on student outcomes. This study investigated the effect of an alternative pedagogy, the "Thinking Classroom" framework, on student attitudes and learning performance in a first-year university business mathematics course. The "Thinking Classroom" approach focuses on collaborative problem-solving on vertical non-permanent surfaces (VNPS). Students rated the overall course experience and collaborative classroom experience highly after participation in the "Thinking Classroom." Students in the "Thinking Classroom" had a significantly higher average grade point average than students in the control group. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1319959 |
| Database: | ERIC |
| Abstract: | Colleges and universities are grappling with supporting underprepared students in mathematics. While research examines the demographics of students and the effects of changing the number of preparatory courses, few studies examine the impact of pedagogical practices on student outcomes. This study investigated the effect of an alternative pedagogy, the "Thinking Classroom" framework, on student attitudes and learning performance in a first-year university business mathematics course. The "Thinking Classroom" approach focuses on collaborative problem-solving on vertical non-permanent surfaces (VNPS). Students rated the overall course experience and collaborative classroom experience highly after participation in the "Thinking Classroom." Students in the "Thinking Classroom" had a significantly higher average grade point average than students in the control group. |
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| ISSN: | 1306-3030 |
