rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Post-secondary developmental mathematics
    sub title: an interactive problem-solving approach
  name:
    name part: Simpson, Nancy Jane.
    role:
      role term: creator
  name:
    name part: Boone, James R.
    role:
      role term: degree committee member.
  name:
    name part: Johnson, Glenn R.
    role:
      role term: degree supervisor.
  name:
    name part: Knight, Stephanie L.
    role:
      role term: degree committee member.
  name:
    name part: Schielack, Vincent P.
    role:
      role term: degree supervisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses.
  origin info:
    place:
      place term: xx
    date issued: 1992
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xii, 112 leaves : illustrations ; 28 cm
  abstract: This Investigation involved the development, Implementation, and evaluation of an interactive problem-solving approach to teaching developmental mathematics. The strategy, based on findings from cognitive research and recommendations from the National Council of Teachers of Mathematics, emphasized conceptual understanding and group problem-solving. A quasi-experimental study was conducted to compare students taught using this method with students in a control group taught with a conventional lecture-demonstration approach that emphasized computational skill. The experimental group performed as well as the control group on a computational test, indicating that a focus on interactive problem-solving activities does not jeopardize students' development of computational skill. Pre/post assessments of conceptual understanding were administered in both treatment groups. While the experimental group scored slightly higher than the control group, differences were not statistically significant and both groups had low scores. Because the concept portion of examinations throughout the semester did not affect examination scores, students may not have taken the concept posttest seriously. Students in both treatment groups completed self-assessment measures of mathematics anxiety, perceived value of mathematics, and expectancy for success in mathematics. Mathematics anxiety levels were lowered in both groups, but no significant differences between groups were detected. Perceived value of mathematics and expectancy for success in mathematics remained stable from beginning to end of semester for students in both groups. It was theorized that one semester is probably insufficient time to effect changes in attitudes developed over periods of twelve years or more. An Informal post-course attitude survey conducted in the experimental group revealed a highly favorable response to the teaching approach utilized. Students felt that emphasis on conceptual understanding and small-group Inte…
  note: "Major subject: Curriculum and Instruction."
  note: Vita.
  note: Ph. D. Texas A & M University 1992
  note: Includes bibliographical references.
  subject:
    geographic code: n-us-tx
  subject:
    topic: Mathematics
    topic: Remedial teaching
    geographic: Texas
  subject:
    topic: Mathematics
    topic: Study and teaching (Higher)
  subject:
    topic: Problem solving
    topic: Study and teaching (Higher)
    geographic: Texas
  subject:
    topic: Major curriculum and instruction
  subject:
    topic: Mathematics
    topic: Remedial teaching
  subject:
    topic: Problem solving
    topic: Study and teaching (Higher)
  subject:
    geographic: Texas
  identifier: https://hdl.handle.net/1969.1/DISSERTATIONS-1433834
  identifier: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: https://hdl.handle.net/1969.1/DISSERTATIONS-1433834
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  record info:
    record content source: TXA
    record creation date: 941031
    record change date: 20220103134900.0
    record identifier: in00001202991
    language of cataloging:
      language term: eng