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Critical reflection of instruction m...

Janusa, Cheryl Elizabeth.

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Critical reflection of instruction methods in developmental mathematics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Critical reflection of instruction methods in developmental mathematics./
Author:	Janusa, Cheryl Elizabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	86 p.
Notes:	Source: Masters Abstracts International, Volume: 53-05.
Contained By:	Masters Abstracts International53-05(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1525943
ISBN:	9781321308570

Critical reflection of instruction methods in developmental mathematics.
Janusa, Cheryl Elizabeth.

Critical reflection of instruction methods in developmental mathematics. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 86 p.

Source: Masters Abstracts International, Volume: 53-05.

Thesis (M.S.)--Stephen F. Austin State University, 2014.

The purpose of this phenomenological study was to evaluate different methods of instruction for developmental math through self-reflection. The traditional, inverted (flipped) and power lecture methods were studied using instructor observations, interviews with students, surveying students' perceptions and conducting a forum with the students. This study was conducted to make practical contributions to improving the education of developmental math students. As the researcher reflected on different teaching methods, a learning environment that encourages interaction between the student and the instructor was observed to have the most positive outcome for the students. The positive outcome was observed as a change in students' attitude including motivation, participation and confidence.

ISBN: 9781321308570Subjects--Topical Terms:

641129
Mathematics education.

Critical reflection of instruction methods in developmental mathematics.
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245 1 0 $a Critical reflection of instruction methods in developmental mathematics.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 86 p.
500 $a Source: Masters Abstracts International, Volume: 53-05.
500 $a Adviser: Brian Beavers.
502 $a Thesis (M.S.)--Stephen F. Austin State University, 2014.
520 $a The purpose of this phenomenological study was to evaluate different methods of instruction for developmental math through self-reflection. The traditional, inverted (flipped) and power lecture methods were studied using instructor observations, interviews with students, surveying students' perceptions and conducting a forum with the students. This study was conducted to make practical contributions to improving the education of developmental math students. As the researcher reflected on different teaching methods, a learning environment that encourages interaction between the student and the instructor was observed to have the most positive outcome for the students. The positive outcome was observed as a change in students' attitude including motivation, participation and confidence.
590 $a School code: 6340.
650 4 $a Mathematics education. $3 641129
650 4 $a Mathematics. $3 515831
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773 0 $t Masters Abstracts International $g 53-05(E).
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1525943