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Yusha Lv; Xiaoli Wang; Xuemei Zhang; Juan Li – PRIMUS, 2024
This paper first analyzed the shortcomings of the summative final exam methods which focuses only on final exams. Then, we showed the specific implementation of the quantitative formative assessment which includes objective results and subjective scores. Objective results include the traditional written chapter test score, online mid-term and…
Descriptors: Mathematics Tests, Formative Evaluation, Scores, Student Evaluation
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Halperin, Alexander – PRIMUS, 2020
I describe the motivation, structure, implementation, and student feedback of my mastery-based testing (MBT) system with a significant final exam component in Calculus I and II since 2016. Grades for each written assignment, quiz, and exam question were assigned on a Mastery/Progressing/Needs Improvement (M/P/NI) scale. Homework and quizzes could…
Descriptors: Mastery Learning, Testing, Mathematics Tests, Calculus
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Koban, D.; Fukuzawa, M.; Slocum, R.; Fletcher, M.; Pleuss, J. – PRIMUS, 2020
We present an analysis on the differential effects of incentivizing homework in an introductory mathematics course at the United States Military Academy. We found that including homework as part of a student's overall course average (incentive) led to a significantly higher performance (achievement) on homework assignments. However, doing homework…
Descriptors: Homework, Correlation, Mathematics Achievement, Introductory Courses
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Krouss, Paul; Lesseig, Kristin – PRIMUS, 2020
Introductory and remedial courses in college mathematics often serve as a gateway to student success. However, these university courses have seen little innovation despite historically low success rates. We sought to address deficits of the traditional lecture model and enhance student learning in an introductory college algebra course through the…
Descriptors: Educational Technology, Technology Uses in Education, Homework, Video Technology
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Anderson, Jacqueline – PRIMUS, 2019
A common challenge among mathematics professors is to structure a course so that students are motivated to complete enough work to master the material without creating an unmanageable grading workload. We will discuss a strategy that the author devised to successfully confront this challenge (after many other failed attempts): using online surveys…
Descriptors: College Mathematics, College Students, Student Evaluation, Feedback (Response)
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Bagley, Spencer – PRIMUS, 2020
The flipped classroom model interchanges the roles of in-class and out-of-class time to allow students more time to engage with cognitively demanding tasks when expert help from their instructor is more available. An extensive body of literature supports the effectiveness of this model. In contrast, I present a case study of a less-successful…
Descriptors: Educational Technology, Technology Uses in Education, Homework, Video Technology
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Czocher, Jennifer A.; Tague, Jenna; Baker, Greg – PRIMUS, 2019
In this paper, we tell a story of iterative design and continual improvement of an asynchronous technological resource, pencasts, to support development of students' modeling skills while studying at home. Our students were typically engineering majors, enrolled in differential equations as a prerequisite for their subsequent engineering courses.…
Descriptors: Homework, Mathematical Models, Technology Uses in Education, Asynchronous Communication
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Bode, A. Martina – PRIMUS, 2018
This case study details the integration of an online grading platform in a Calculus program. Initially implemented to increase the efficiency and quality of grading written assessments in a large undergraduate program, the effects were many and surprising. Two main concerns surfaced that we needed to address, namely: (1) consistency in grading;…
Descriptors: Cooperative Learning, Grading, Calculus, Mathematics Instruction
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Goehle, Geoff; Wagaman, John – PRIMUS, 2016
This paper concerns the impact and reception of gamification elements that were added to the online homework system "WeBWorK." After performing two studies, we found that the students felt that the gamification system rewarded them for their effort. However, we did not find any indication that gamification elements improved student…
Descriptors: College Mathematics, Mathematics Instruction, Homework, Web Based Instruction
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Natarajan, Rekha; Bennett, Andrew – PRIMUS, 2014
Although the use of traditional just-in-time teaching techniques has long been viewed positively by students and instructors in undergraduate calculus courses, past studies in this area have not addressed gains in student achievement with respect to specific calculus topics. This paper investigates the latter by administering modified just-in-time…
Descriptors: Mathematics Instruction, Undergraduate Study, Mathematics Achievement, Calculus
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Schroeder, Larissa B.; McGivney-Burelle, Jean; Xue, Fei – PRIMUS, 2015
The purpose of this exploratory, mixed-methods study was to compare student performance in flipped and non-flipped sections of Calculus I. The study also examined students' perceptions of the flipping pedagogy. Students in the flipped courses reported spending, on average, an additional 1-2 hours per week outside of class on course content.…
Descriptors: College Mathematics, Mathematics Instruction, Blended Learning, Educational Technology
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Overmyer, Jerry – PRIMUS, 2015
This quantitative research compares five sections of College Algebra using flipped classroom methods with six sections using the traditional lecture/homework structure and its effect on student achievement as measured through a common final exam. Common final exam scores were the dependent variables. Instructors of flipped sections who had…
Descriptors: Mathematics Instruction, College Mathematics, Educational Technology, Technology Uses in Education
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Ziegelmeier, Lori B.; Topaz, Chad M. – PRIMUS, 2015
Flipping the classroom refers to moving lectures outside of the classroom to incorporate other activities into a class during its standard meeting time. This pedagogical modality has recently gained traction as a way to center the learning on students in mathematics classrooms. In an effort to better understand the efficacy of this approach, we…
Descriptors: College Mathematics, Mathematics Instruction, Blended Learning, Educational Technology
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Goehle, Geoff – PRIMUS, 2013
In this paper we demonstrate how video game mechanics can be used to help improve student engagement with online mathematics homework. Specifically, we integrate two common video game systems, levels and achievements, with the online homework program "WeBWorK." We describe the key features of the implementation of these systems and…
Descriptors: College Mathematics, Mathematics Instruction, Video Games, Homework
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Cilli-Turner, Emily – PRIMUS, 2015
Recent studies have highlighted the positive effects on learning and retention rates that active learning brings to the classroom. A flipped classroom is a type of active learning where transmission of content occurs outside of the classroom environment and problem solving and learning activities become the focus of classroom time. This article…
Descriptors: College Mathematics, Mathematics Instruction, Blended Learning, Educational Technology
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