Pub Date : 2023-08-22DOI: 10.1080/10511970.2023.2250763
Roneet Merkin
{"title":"Shortening the math sequence through a co-requisite College Algebra course with embedded personalized learning","authors":"Roneet Merkin","doi":"10.1080/10511970.2023.2250763","DOIUrl":"https://doi.org/10.1080/10511970.2023.2250763","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91191779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-21DOI: 10.1080/10511970.2023.2248975
Ander Erickson, Martha B. Makowski
Lesson study, a popular method of professional development in which instructors collaborate to critique and improve a lesson, can be used for curriculum development. This paper describes an implementation of lesson study that went through two iterations across different, related, contexts: an undergraduate mathematics content course for secondary preservice teachers and a professional development session with practicing middle and secondary teachers. We describe the ways in which the lesson study process helped us develop curriculum for advanced undergraduate courses for future teachers and provide our insights into the benefits and challenges of this approach.
{"title":"What’s the Lesson? Using Lesson Study to Develop Curriculum for Preservice Secondary Mathematics Teachers","authors":"Ander Erickson, Martha B. Makowski","doi":"10.1080/10511970.2023.2248975","DOIUrl":"https://doi.org/10.1080/10511970.2023.2248975","url":null,"abstract":"Lesson study, a popular method of professional development in which instructors collaborate to critique and improve a lesson, can be used for curriculum development. This paper describes an implementation of lesson study that went through two iterations across different, related, contexts: an undergraduate mathematics content course for secondary preservice teachers and a professional development session with practicing middle and secondary teachers. We describe the ways in which the lesson study process helped us develop curriculum for advanced undergraduate courses for future teachers and provide our insights into the benefits and challenges of this approach.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"9 1","pages":"1135 - 1153"},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78704598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.1080/10511970.2023.2248973
K. MacArthur, Tracy E. Dobie
Collaborative assessment techniques are needed to align with shifting approaches to learning that center peer interaction. Furthermore, it is critical to understand how collaborative assessments work for students belonging to historically marginalized groups. This study reports the perspectives of four mixed race and Latina/Hispanic women regarding peer interaction and group exams in university mathematics courses. Three primary themes emerged from interviews: (a) benefits of communication during group exams, (b) challenges of working with peers during group exams, and (c) consideration of gender balance when assigning exam groups. These findings have implications for how college instructors implement collaborative exams in intentional ways that benefit students.
{"title":"Benefits and Challenges of Peer Interaction in Calculus Group Exams: Perspectives of Latina/Hispanic & Mixed Race Women","authors":"K. MacArthur, Tracy E. Dobie","doi":"10.1080/10511970.2023.2248973","DOIUrl":"https://doi.org/10.1080/10511970.2023.2248973","url":null,"abstract":"Collaborative assessment techniques are needed to align with shifting approaches to learning that center peer interaction. Furthermore, it is critical to understand how collaborative assessments work for students belonging to historically marginalized groups. This study reports the perspectives of four mixed race and Latina/Hispanic women regarding peer interaction and group exams in university mathematics courses. Three primary themes emerged from interviews: (a) benefits of communication during group exams, (b) challenges of working with peers during group exams, and (c) consideration of gender balance when assigning exam groups. These findings have implications for how college instructors implement collaborative exams in intentional ways that benefit students.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"32 1","pages":"1121 - 1134"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73695631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1080/10511970.2023.2241461
Sandie Han, N. Kennedy, Diana Samaroo, Urmi Duttagupta
{"title":"Programmatic Strategies to Engage and Support Undergraduate Women in Applied Mathematics and Computer Science","authors":"Sandie Han, N. Kennedy, Diana Samaroo, Urmi Duttagupta","doi":"10.1080/10511970.2023.2241461","DOIUrl":"https://doi.org/10.1080/10511970.2023.2241461","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83346409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1080/10511970.2023.2242109
A. Wootton
{"title":"Cryptography as a bridge to abstract mathematics","authors":"A. Wootton","doi":"10.1080/10511970.2023.2242109","DOIUrl":"https://doi.org/10.1080/10511970.2023.2242109","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87551758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-25DOI: 10.1080/10511970.2023.2241459
Sean P. Yee, N. Papalia, J. Deshler, K. Rogers, A. Lamarche, R. Petrulis
{"title":"Graduate Student Instructor Peer-Mentoring: Design and Impact","authors":"Sean P. Yee, N. Papalia, J. Deshler, K. Rogers, A. Lamarche, R. Petrulis","doi":"10.1080/10511970.2023.2241459","DOIUrl":"https://doi.org/10.1080/10511970.2023.2241459","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87420472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-17DOI: 10.1080/10511970.2023.2237511
Jeffrey Ehme
{"title":"Variations on a Miller-Rabin Theme","authors":"Jeffrey Ehme","doi":"10.1080/10511970.2023.2237511","DOIUrl":"https://doi.org/10.1080/10511970.2023.2237511","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82652259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-12DOI: 10.1080/10511970.2023.2235686
K. Lampe, K. White
This case study examines how online mathematics homework impacts student learning, attitude, and efficacy in a college Calculus I class. This research is important because it provides data on student perceptions for how to effectively implement online homework. Participants for this study completed homework using a blend of online and paper formats. We use a mixed methods approach to analyze quantitative survey data and qualitative data collected in focus groups and interviews. Our findings indicate students benefited from using a combination of paper homework and online homework. Recommendations are made for how instructors can utilize the benefits of both approaches to support student learning, attitude, and efficacy.
{"title":"The Effects of Online Mathematics Homework on Learning, Attitude, and Efficacy in a College Calculus Class – A Case Study","authors":"K. Lampe, K. White","doi":"10.1080/10511970.2023.2235686","DOIUrl":"https://doi.org/10.1080/10511970.2023.2235686","url":null,"abstract":"This case study examines how online mathematics homework impacts student learning, attitude, and efficacy in a college Calculus I class. This research is important because it provides data on student perceptions for how to effectively implement online homework. Participants for this study completed homework using a blend of online and paper formats. We use a mixed methods approach to analyze quantitative survey data and qualitative data collected in focus groups and interviews. Our findings indicate students benefited from using a combination of paper homework and online homework. Recommendations are made for how instructors can utilize the benefits of both approaches to support student learning, attitude, and efficacy.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"25 1","pages":"1091 - 1105"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81768742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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