A Modified Moore Method for Teaching Undergraduate Mathematics.
About: This article is published in American Mathematical Monthly.The article was published on 1982-08-01. It has received 37 citations till now. The article focuses on the topics: Connected Mathematics & Reform mathematics.
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TL;DR: In this article, the authors report experiment results of teaching large classes of introductory economics with modern learning technology such as MyEconLab or Aplia, and they find that students responded more favorably when the technology component was given more weight in the marking scheme.
Abstract: This paper reports experiment results of teaching large classes of introductory economics with modern learning technology such as MyEconLab or Aplia. This new technology emerges partially in response to the enrollment pressure currently facing many institutions of higher education. Among other things, the technology provides an integrated online teaching and learning environment that allows active learning through student direct participation in the learni ng process as well as interaction with their instructor, peers, and the outside Internet. Our results showed that, for the classes in the experiment, modern learning technology could make a difference in helping students improve their class mark averages by a small but statistically significant amount of 2% regardless whether the technology was used as a required or optional course component. We noted that students responded more favorably when the technology component was given more weight in the marking scheme.
28 citations
Cites methods from "A Modified Moore Method for Teachin..."
...Although the focus was to teach quantitative economic reasoning rather than mathematical skills per se, economics instructors could still benefit from the highly successful Moore method of teaching mathematics (Chalice, 1995; Cohen, 1982; Whyburn, 1970; Zitarelli, 2004)....
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TL;DR: This paper examined the ways first-year students supported their academic success in undergraduate mathematics-based programs by exploring the types of academic-centered peer interactions (ACPIs) i.e., social interactions along with interactions that are academically-centered support students' persistence in undergraduate study.
Abstract: Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini, 1980, 1991, 2005). Research shows that reasonable levels of social interactions along with interactions that are academically-centered support students' persistence in undergraduate study (Bank, Slavings, & Biddle, 1990; Liu & Liu, 2000; Loo & Rolison, 1986). While both social and academic interactions among students shape undergraduate learning experiences, these interactions can differentially influence students' academic success and retention in undergraduate education. This study examined the ways first-year students supported their academic success in undergraduate mathematics-based programs by exploring the types of academic-centered peer interactions (ACPIs) i...
22 citations
Additional excerpts
...…methods that range from those that emphasize problem-solving (Bot, 2005; Bryant, 1998; Dancis, n.d.; Quitadamo, 2002; Sasse, 1997; Valentino, 1988; Weissglass, 1993) to those that are more inquiry-oriented (Cohen, 1982; Davidson, 1970, 1971; Legrand, 2001; Loomer, 1976; McKeen & Davidson, 1975)....
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07 Jan 2009
TL;DR: In this paper, the authors propose a method to solve the problem of the problem: this paper... ]..,.. )].. [1].
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22 citations
TL;DR: This paper developed and trialled a mode of lecturing professional development amongst staff in the department of mathematics and found evidence of improved teaching performance but more interestingly, identified key aspects of their practice and of undergraduate mathematics that received repeated attention and developed further theoretical insight into lecturer behaviour in mathematics.
Abstract: In a 2-year project, we developed and trialled a mode of lecturing professional development amongst staff in our department of mathematics. Theoretically grounded in Schoenfeld’s resources, orientations, and goals (ROG) model of teacher action, a group met regularly to discuss both the video excerpts of themselves lecturing along with written pre- and post-lecture statements of their “ROGs”. We found evidence of improved teaching performance but more interestingly, identified key aspects of our practice and of undergraduate mathematics that received repeated attention and developed further theoretical insight into lecturer behaviour in mathematics. The trial has been successful enough to be expanded into further groups that now constitute a professional development culture within our department.
21 citations
Cites background or methods from "A Modified Moore Method for Teachin..."
...2002), the Moore method (Cohen 1982), collaborative 148 B....
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...Others took up the challenge and began collecting research evidence for more interactive modes, for example, Hestenes himself (1987), Richard Hake at Illinois (1985), and Eric Mazur in Harvard (2009)....
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...During the 1980s, for example, Halloun and Hestenes (1985) found that traditional instruction resulted in very little conceptual change for physics students....
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TL;DR: In this paper, the role of modified Moore learning approach on improving students' mathematical understanding and proving abilities was investigated in a post test experimental control group design conducted to investigate the role.
Abstract: This paper reports findings of a post test experimental control group design conducted to investigate the role of modified Moore learning approach on improving students’ mathematical understanding and proving abilities. Subject of study were 56 undergradute students of one state university in Bandung, who took advanced abstract algebra course. Instrument of study were a set test of mathematical understanding ability, a set test of mathematical proving ability, and a set of students’ opinion scale on modified Moore learning approach. Data were analyzed by using two path ANOVA. The study found that proof construction process was more difficult than mathematical understanding task for all students, and students still posed some difficulties on constructing mathematical proof task. The study also found there were not differences between students’ abilities on mathematical understanding and on proving abilities of the both classes, and both abilities were classified as mediocre. However, in modified Moore learning approach class there were more students who got above average grades on mathematical understanding than those of conventional class. Moreover, students performed positive opinion toward modified Moore learning approach. They were active in questioning and solving problems, and in explaining their works in front of class as well, while students of conventional teaching prefered to listen to lecturer’s explanation. The study also found that there was no interaction between learning approach and students’ prior mathematics ability on mathematical understanding and proving abilities, but there were quite strong association between students’ mathematical understanding and proving abilities.
20 citations
Cites methods from "A Modified Moore Method for Teachin..."
...Further, learning materials for modified Moore learning approach were modified from Mahavier, May & Parker (2006), Cohen (1982), Chalice (1995), Mahavier (1999) and for the Structure Algebra material was modified from Gallian (2006)....
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References
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43 citations
TL;DR: In this article, why and how to use small groups in the Mathematics Classroom is discussed, with a focus on the use of small groups to solve problems in the classroom, and a discussion of the benefits of using small groups.
Abstract: (1977). Why and How to Use Small Groups in the Mathematics Classroom. The Two-Year College Mathematics Journal: Vol. 8, No. 5, pp. 270-274.
17 citations
TL;DR: In this paper, a small group strategy for enhanced learning is proposed. But the strategy is limited to a single class and requires a large number of students to participate in the training process.
Abstract: (1979). A Small Group Strategy for Enhanced Learning. The American Mathematical Monthly: Vol. 86, No. 10, pp. 856-858.
6 citations