Now showing items 1-4 of 4
Mathematical problem-solving styles in the education of deaf and hard-of-hearing individuals
(University of Missouri--Kansas City, 2012-06-12)
This study explored the mathematical problem-solving styles of middle school and high school deaf and hard-of-hearing students and the mathematical problem-solving styles of the mathematics teachers of middle school and ...
The effectiveness of redesigning college algebra with a heavy focus on instructional technology
(University of Missouri--Kansas City, 2012-09-28)
; Thompson & McCann, 2010; Twigg, 2011). This study examined the effectiveness of the pilot semester, spring 2012, of a technology-intensive course redesign of college algebra as compared to a traditional lecture approach at a mid-sized, diverse, urban...
Impact of Mathematics Content Course Sequence on CBASE and Praxis II Scores of Elementary Teacher Candidates
The focus of this study was to investigate the impact of the number of developmental mathematics courses and the level of algebraic integration of general education mathematics courses have on elementary teacher candidates’ ...
Instruction Type and Student Major as they Relate to Student Success in College Level Developmental Mathematics Classes
(University of Missouri -- Kansas City, 2018)
The low success rate of developmental (or remedial) mathematics courses is a hot topic at the higher education level. In this research, student success is considered in terms of final grade, D/F percentage, and withdrawal ...