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Miller-Cotto, Dana; Auxter, Abbey E. – Educational Psychology, 2021
Faded worked examples have been used to promote problem solving performance, such as mathematics performance in many laboratory studies and short-term classroom studies. However, few studies have examined the ways educators may use fading in their own classroom on more accessible platforms that do not require programming experience. Further, few…
Descriptors: Undergraduate Students, College Mathematics, Algebra, Homework
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Walkington, Candace; Clinton, Virginia; Sparks, Anthony – Instructional Science: An International Journal of the Learning Sciences, 2019
Students' grasp of the non-mathematical language in a mathematics story problem--such as vocabulary and syntax--may have an important effect on their problem-solving, and this may be particularly true for students with weaker language skills. However, little experimental research has examined which individual language features influence students'…
Descriptors: Correlation, Homework, Problem Solving, Language Skills
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Evans, William R.; Selen, Mats A. – Physical Review Physics Education Research, 2017
Homework in introductory physics represents an important part of a student's learning experience; therefore, choosing the manner in which homework is presented merits investigation. We performed three rounds of clinical trials comparing the effects of mastery-style homework vs. traditional-style homework with students in both algebra-based and…
Descriptors: Homework, Introductory Courses, Mastery Learning, Physics
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Lesseig, Kristin; Krouss, Paul – International Journal of Mathematical Education in Science and Technology, 2017
Flipped instruction is increasing in popularity, however research that moves beyond descriptions of its implementation in mathematics classes is lacking. We sought to better understand how students taking an introductory college algebra course used the resources provided within a flipped instructional model and how students viewed such resources…
Descriptors: Algebra, College Mathematics, Mathematics Education, Mathematics Instruction
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Jensen-Vallin, Jacqueline – PRIMUS, 2017
As STEM educators, we know it is beneficial to train students to think critically and mathematically during their early mathematical lives. To this end, the author teaches the College Algebra/Precalculus course in a flipped classroom version of an inquiry-based learning style. However, the techniques described in this paper can be applied to a…
Descriptors: Mathematics Instruction, Critical Thinking, College Mathematics, Inquiry
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Graziano, Kevin J.; Hall, John D. – Journal of Online Learning Research, 2017
Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to…
Descriptors: Blended Learning, Educational Technology, Technology Uses in Education, Homework
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Hegeman, Jennifer S. – Online Learning, 2015
Low retention rates in online freshman-level mathematics courses are a concern, especially at postsecondary institutions that serve academically unprepared students. The purpose of this study was to determine if student performance in an online College Algebra course that relies heavily on text-based multimedia tools can be improved by replacing…
Descriptors: Online Courses, Mathematics Instruction, Algebra, College Freshmen
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Hodgson, Theodore R.; Cunningham, Abby; McGee, Daniel; Kinne, Lenore J.; Murphy, Teri J. – International Journal of Education in Mathematics, Science and Technology, 2017
There is a growing evidence that flipped classrooms are associated with increased levels of student engagement, as compared to engagement in "traditional" settings. Much of this research, however, occurs in post-secondary classrooms and is based upon self-reported engagement data. This study seeks to extend existing flipped classroom…
Descriptors: Mathematics Instruction, Video Technology, Homework, Intervals
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Heckler, Andrew F.; Scaife, Thomas M. – Physical Review Special Topics - Physics Education Research, 2015
A small number of studies have investigated student understanding of vector addition and subtraction in generic or introductory physics contexts, but in almost all cases the questions posed were in the vector arrow representation. In a series of experiments involving over 1000 students and several semesters, we investigated student understanding…
Descriptors: Science Instruction, Physics, Scientific Concepts, Concept Formation
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Hoong, Leong Yew; Guan, Tay Eng; Seng, Quek Khiok; Fwe, Yap Sook; Luen, Tong Cherng; Toh, Wei Yeng Karen; Chia, Alexander; Teck, Ong Yao – Australian Mathematics Teacher, 2014
The authors are a team of teachers and teacher educators who are deeply interested in helping mathematically-challenged students improve in their learning of mathematics. In Singapore, depending on their performance at the end of a nationwide Year 6 examination, students are channelled into three ability streams for Years 7 to 10: Express (60%),…
Descriptors: Teaching Methods, Mathematics Instruction, Notetaking, Foreign Countries
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Graziano, Kevin J.; Hall, John D. – Journal of Computers in Mathematics and Science Teaching, 2017
Research on flipped instruction with K-12 English Language Learners (ELLs) is limited. The purpose of this study was to examine the academic performance of ELLs who received flipped instruction in an algebra course at a newcomer high school, and to investigate ELLs' perceptions of flipped learning. Results indicate flipped instruction engaged…
Descriptors: Mathematics Instruction, Secondary School Mathematics, Homework, Video Technology
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Wright, Sarah E. – PRIMUS, 2015
This paper describes the linear algebra class I taught during Spring 2014 semester at Adelphi University. I discuss the details of how I flipped the class and incorporated elements of inquiry-based learning as well as the reasoning behind specific decisions I made. I give feedback from the students on the success of the course and provide my own…
Descriptors: College Mathematics, Mathematics Instruction, Blended Learning, Educational Technology
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Van Sickle, Jenna – PRIMUS, 2015
This paper outlines the experience of a university professor who implemented flipped learning in two sections of college algebra courses for two semesters. It details how the courses were flipped, what technology was used, advantages, challenges, and results. It explains what students do outside of class, what they do inside class, and discusses…
Descriptors: College Mathematics, Mathematics Instruction, Blended Learning, Educational Technology
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Carney, Debra; Ormes, Nicholas; Swanson, Rebecca – PRIMUS, 2015
In this article we describe a partially flipped Introductory Linear Algebra course developed by three faculty members at two different universities. We give motivation for our partially flipped design and describe our implementation in detail. Two main features of our course design are team-developed preview videos and related in-class activities.…
Descriptors: Mathematics Instruction, Algebra, Teaching Methods, Educational Technology
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Jackson, D. Bruce – Mathematics Teacher, 2014
At a time when the debate continues over whether homework is overused, optional, or essential or favors well-off students over those with little home support, teachers must understand ways in which effective homework strategies can help narrow the achievement gap. Vatterott (2009, p. 94) argues convincingly that the "old paradigm" of…
Descriptors: Algebra, Mathematics Instruction, Homework, Academic Achievement
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