CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Student Perceptions of Engagement in Calculus 1
Tác giả
Mazur K.; Taylor L.
Năm xuất bản
2022
Source title
PRIMUS
Số trích dẫn
0
DOI
10.1080/10511970.2020.1830453
Liên kết
Tóm tắt
According to the MAA Instructional Practices Guide, deep learning requires student engagement with content both inside and outside the classroom. Hence, mathematics instructors must work to engage students in the learning experience. Higher education research often equates engaged learning and active learning, but what does engaged learning mean to our students? In this study, we asked calculus 1 students at a private, liberal arts university to reflect on their perceptions of engagement in the course in hopes of determining if our students agree that active learning is engaged learning. Students completed an end-of-semester survey in which they gave their own definitions of engaged learning and identified classroom practices that they found engaging. We found that our students' perceptions and definitions of engagement varied greatly and many of our students did not see active learning as engaged learning, which indicates a need to better motivate active learning strategies in the classroom. © 2020 Taylor & Francis Group, LLC.
Từ khóa
calculus; Engaged learning; perceptions
Tài liệu tham khảo
Abell M., Braddy L., Ensley D., Ludwig L., Soto H., MAA Instructional Practices Guide, (2018); Bhatia A., (2014); Bowen S., Engaged learning: Are we all on the same page?, Peer Review, 7, 2, pp. 4-7, (2005); Braun B., Bremser P., Duval A., Lockwook E., White D., AMS Blog On Teaching and Learning Mathematics, (2015); Brown P., Roediger H., McDaniel M., Make It Stick, (2014); Deslauriers L., McCarty L., Miller K., Callaghan K., Kestin G., Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom, Proceedings of the National Academy of Sciences, 116, 39, pp. 19251-19257, (2019); Duckworth A., Grit: The Power of Passion and Perseverance, (2016); Dweck C., Mindset: The New Psychology of Success, (2006); Ellis J., Kelton M., Rasmussen C., Student perceptions of pedagogy and associated persistence in calculus, ZDM Mathematics Education, 46, 4, pp. 661-673, (2014); Ernst D.C., (2015); Flaherty C., Inside Higher Ed, (2019); Freeman S., Eddy S., McDonough M., Smith M., Okoroafor N., Jordt H., Wenderoth M.P., Active learning increases student performance in science, engineering, and mathematics, Proceedings of the National Academy of Sciences, 111, 23, pp. 8410-8415, (2014); Lawton S., Taylor L., Student perceptions of engagement in an introductory statistics course, Journal of Statistics Education, (2019); Lumpkin A., Achen R., Dodd R., Student perceptions of active learning, College Student Journal, 49, 1, pp. 121-133, (2015); Mazur E., Peer Instruction: A User's Manual, (1997); Patrick L., Howell L.A., Wischusen W., Perceptions of active learning between faculty and undergraduates: differing views among departments, Journal of STEM Education: Innovations and Research, 17, 3, (2016); Rasmussen C., Ellis J., Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, (2013); Schwartz D., Tsang J., Blair K., The ABCs of How We Learn: 26 Scientifically Proven Approaches, How they Work, and When to Use them, (2016)
Nơi xuất bản
Taylor and Francis Ltd.
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus