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Hoke, Kathy; Keough, Lauren; Wares, Joanna – PRIMUS, 2019

In the calculus classroom, integrating applications with the theoretical and procedural conveys the relevance of the material. Since Newton and Leibniz developed calculus in the context of physics and astronomy, applications in these fields tend to predominate. To engage and excite our students, pedagogical considerations must include broader…

Descriptors: Mathematics Instruction, College Mathematics, Teaching Methods, Calculus

Branson, Mark – PRIMUS, 2019

Mathematics has a unique and powerful role to play in the teaching of social justice issues. There is substantial quantitative evidence for social injustice, but many citizens lack the quantitative skills to understand that evidence. A course in quantitative literacy is a unique opportunity to provide this quantitative understanding to a wide…

Descriptors: Mathematics Instruction, Social Problems, Social Justice, Interdisciplinary Approach

O'Donovan, Barbara; Geary, Krisan – PRIMUS, 2019

Income inequality is a central social justice concern, and hence excellent motivation for real-world applications in mathematics classrooms at every level. We describe the "Mathematics for Social Justice" course at Saint Michael's College, giving a specific example of one of the typical social justice projects for the course, and showing…

Descriptors: Mathematics Instruction, College Mathematics, Undergraduate Study, Calculus

Collins, J. B.; Harsy, Amanda; Hart, Jarod; Haymaker, Katie Anne; Hoofnagle, Alyssa Marie; Janssen, Mike Kuyper; Stewart Kelly, Jessica; Mohr, Austin Tyler; OShaughnessy, Jessica – PRIMUS, 2019

Mastery-based testing is an assessment scheme that challenges students to provide complete solutions to problems derived from clear course concepts. Students are allowed multiple attempts to demonstrate mastery, which helps create a classroom environment where students value persistence toward thorough understanding. In this paper, we describe in…

Descriptors: Mastery Tests, Mathematics Tests, College Mathematics, Undergraduate Students

Karst, Nathaniel; Slegers, Rosa – PRIMUS, 2019

Many of the applied mathematics courses we teach touch upon a range of rich and important ethical issues -- issues that, for a number of reasons, are rarely openly discussed in class. In this work, we describe a sequence of activities co-designed and co-taught by philosophy and mathematics faculty in the hopes of bridging the divide between the…

Descriptors: Team Teaching, Ethics, Mathematics Instruction, Technology

Dame, L.; Aryal, B.; Huq, A.; Prat-Resina, X. – PRIMUS, 2019

Students entering health sciences programs may face challenges on their road to successful completion and possible entry to medical school in the area of preparedness in quantitative skills. At our institution, faculty analyzed evidence of these challenges including performance on the ACT Math Test, an in-house math placement test and quantitative…

Descriptors: College Faculty, Undergraduate Students, Science Instruction, Algebra

Carreon, Fernando; DeBacker, Stephen; Kessenich, Paul; Kubena, Angela; LaRose, P. Gavin – PRIMUS, 2018

In the abstract for "Calculus for a New Century: A Pump, Not a Filter," Lynn Steen wrote: "The authors agree on the forces that are reshaping calculus, but disagree on how to respond to these forces. They agree that the current course is not satisfactory, yet disagree about new content emphases. They agree that the neglect of…

Descriptors: Mathematics Instruction, Calculus, Active Learning, Inquiry

Stange, Katherine E. – PRIMUS, 2018

Standards-based grading, in which grading should be designed to communicate to students their current level of mastery with regards to well-articulated standards, is becoming popular at the K-12 level. As yet, the literature addressing standards-based grading at the university level is scarce. In this paper, I document my attempts to put into…

Descriptors: Academic Standards, Grading, Introductory Courses, College Mathematics

DeDieu, Lauren; Lovric, Miroslav – PRIMUS, 2018

The use of writing to learn mathematics at the university-level is a pedagogical tool that has been gaining momentum. The setting of this study is a second-year differential equations class where written assignments have been incorporated into the course. By analyzing survey results and students' written work, we examine the extent to which…

Descriptors: Mathematics Instruction, College Mathematics, Undergraduate Study, Equations (Mathematics)

Botts, Ryan T.; Carter, Lori; Crockett, Catherine – PRIMUS, 2018

The efforts to improve the quantitative reasoning (quantitative literacy) skills of college students in the United States have been gaining momentum in recent years. At the same time, the blended learning approach to course delivery has gained in popularity, promising better learning with flexible modalities and pace. This paper presents the…

Descriptors: Blended Learning, Statistical Analysis, Comparative Analysis, Outcomes of Education

Carnell, Lisa; Graham-Squire, Adam; O'Hara, Karen; Piechnik, Lindsay – PRIMUS, 2018

This study examined the impact of restricting Calculus 1 and Business Calculus classes based upon whether students had prior calculus experience. We compared the performance and experience of students in sections comprised entirely of those who had previously taken calculus, those who had not previously taken calculus, and those in traditional…

Descriptors: Calculus, Prior Learning, Performance, Undergraduate Study

Baum, Brittany Smith; Rowell, Ginger Holmes; Green, Lisa; Yantz, Jennifer; Beck, Jesse; Cheatham, Thomas; Stephens, D. Christopher; Nelson, Donald – PRIMUS, 2017

As part of Middle Tennessee State University's (MTSU's) initiative to improve retention of at-risk STEM majors, they recruit first-time, full-time freshman STEM majors with mathematics ACT scores of 19 to 23 to participate in MTSU's "Mathematics as a FirstSTEP to Success in STEM" project (FirstSTEP). This article overviews MTSU's…

Descriptors: College Mathematics, STEM Education, Majors (Students), College Freshmen

Sturner, Kelly K.; Bishop, Pamela; Lenhart, Suzanne M. – PRIMUS, 2017

Interdisciplinary undergraduate research experiences often require students to work in teams with other students and researchers from different disciplines, creating a need for development of new skills in interdisciplinary collaboration. In this paper, we describe our unique efforts to mentor participants in developing these skills during our…

Descriptors: Undergraduate Study, Teamwork, Student Research, Cooperation

Heuett, William J. – PRIMUS, 2017

Students' learning experiences in an introductory statistics course for non-math majors are compared between two different instructional approaches under controlled conditions. Two sections of the course (n = 52) are taught using a flipped classroom approach and one section (n = 30) is taught using a traditional lecture approach. All sections are…

Descriptors: Mathematics Instruction, Nonmajors, Educational Technology, Technology Uses in Education

White, Jonathan J. – PRIMUS, 2017

A problem sequence is presented developing the basic properties of the set of natural numbers (including associativity and commutativity of addition and multiplication, among others) from the Peano axioms, with the last portion using von Neumann's construction to provide a model satisfying these axioms. This sequence is appropriate for…

Descriptors: Numbers, Sequential Learning, Active Learning, Inquiry