An investigation of learning approaches of nontraditional students in mathematics.
| dc.contributor.advisor | Reynolds, Anne, | en_US |
| dc.contributor.author | Le, Xuan. | en_US |
| dc.date.accessioned | 2013-08-16T12:29:30Z | |
| dc.date.available | 2013-08-16T12:29:30Z | |
| dc.date.issued | 1997 | en_US |
| dc.description.abstract | 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 board, asking questions of their instructors, completing all the assigned work, and seeking assistance from others when needed. Despite their hard work, however, three of the five participants received a D for their final grade in College Algebra, while one dropped the course before the end of the semester. The source of their difficulties was a mismatch between their expectations coming into College Algebra and the new learning experience they had in the course. They expected their College Algebra class to be similar to their previous mathematics classes (Elementary Algebra and Intermediate Algebra), and believed they could succeed in the course if they used the same studying approach as they had in the past. The discovery that this was not the case caught these participants off guard, and created much confusion and frustration for them. | en_US |
| dc.description.abstract | This study is an attempt to understand how nontraditional college students (those who are either over twenty-two years of age or are returning students) approach the learning of mathematics. Attention was given to the view nontraditional students have of mathematics and to the activities they engage in when learning the subject. | en_US |
| dc.description.abstract | Five students volunteered to participate in this study in the fall semester of 1995. Data was obtained from this group of students through observations in their College Algebra classes and in tutoring sessions with this researcher. In addition, personal interviews with each participant were recorded throughout the semester. | en_US |
| dc.description.abstract | In their struggle to deal with the difficulties in their learning, these students employed various positive coping strategies that allowed them to release some of the pressure they felt in their learning. Also, they were persistent and not easily discouraged when encountering failure in their work. Two of the participants who received D's in the course and the one who dropped out chose to repeat the course so as to gain more understanding of the material. | en_US |
| dc.format.extent | vii, 169 leaves ; | en_US |
| dc.identifier.uri | http://hdl.handle.net/11244/5422 | |
| dc.note | Adviser: Anne Reynolds. | en_US |
| dc.note | Source: Dissertation Abstracts International, Volume: 58-01, Section: A, page: 0114. | en_US |
| dc.subject | Adult education. | en_US |
| dc.subject | Adult learning. | en_US |
| dc.subject | Education, Adult and Continuing. | en_US |
| dc.subject | Mathematics Study and teaching. | en_US |
| dc.subject | Education, Mathematics. | en_US |
| dc.subject | Education, Educational Psychology. | en_US |
| dc.thesis.degree | Ph.D. | en_US |
| dc.thesis.degreeDiscipline | Department of Instructional Leadership and Academic Curriculum | en_US |
| dc.title | An investigation of learning approaches of nontraditional students in mathematics. | en_US |
| dc.type | Thesis | en_US |
| ou.group | Jeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum | |
| ou.identifier | (UMI)AAI9719649 | en_US |
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