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An investigation of learning approaches of nontraditional students in mathematics.
(1997)
Analysis of the data suggests these students are serious learners who come into a course with high expectations. They approach their studies like model students: attending class regularly, taking notes of everything on the ...
Kay :
(1997)
The results of this study substantiated aspects of the learning theories which were applied. It was observed, however, that classroom instruction was in many instances not consistent with such theories and in these cases ...
Learners' motivational characteristics in statistics: A causal model.
(1997)
A total of 263 participants enrolled in three introductory statistics courses completed a two-part instrument measuring the variables of interest prior to their midterm exam. In order to assess the validity of the causal ...
Validation of a measure of teachers' efficacy and outcome expectations in the content domains of reading and mathematics.
(1997)
Confirmatory factor analysis procedures failed to produce similar findings as the Rasch procedures. This was an interesting, but not entirely unexpected result. The lack of congruence between the results of these two ...
Patterns of analytical thinking and knowledge use in students' early understanding of the limit concept.
(1999)
This study explored first-semester calculus students' early understanding of limits, relative to their function knowledge and graphing calculator use. The purpose was to identify and describe students' patterns of analytical ...
Mathematical empowerment: A case study of relational classroom learning.
(1999)
Problems were selected as part of the evolution of the class to challenge the students, to reinforce the search for patterns, and to evoke questions and problem-posing from the students. Through interactions with each other ...
Faculty definitions of and beliefs about student ability: Are they related to classroom structures, student retention, and student pass rates?
(1998)
Analysis of the interviews indicated that faculty do not have a common definition of mathematical ability and while all believed that students could learn, a few voiced the belief that students have ceilings or limits to ...