Integrating the nctm curriculum and evaluation standards for school mathematics and calculus reform recommendations into an applied calculus course

Abstract

The purpose of this study was to examine efforts to restructure the instructional delivery of applied calculus to college students. The study analyzed the efforts made by the researcher to integrate instructional strategies promoted by the NCTM Standards and the Calculus Initiative into an applied calculus classroom. The main objectives in selecting instructional strategies were to make the teaching and learning of calculus an active, interesting, and dynamic process; one in which students focused on concepts, while the researcher focused on students and their learning needs. The strategies chosen to accomplish these goals were: activities that required investigations, cooperative group work, the use of technology, emphasis on concepts with manipulative skills de-emphasized, varied assessment strategies, and more student involvement in classroom discussions and classroom decision making. This study was a thorough observation of what happened in one classroom, where the teacher was motivated to change calculus instruction The researcher analyzed how the instructional system operated, what those participating in the study regarded as its advantages and disadvantages, and how students' academic experiences were affected. The reported data was based on the fifteen students who completed the course. The data suggested that these innovations were effective, both in improving student attitudes about mathematics and in promoting learning.

Notes

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Graduation Date

1991

Semester

Fall

Advisor

Kysilka, Marcella

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Foundations

Format

PDF

Pages

212 p.

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Identifier

DP0027989

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

Accessibility Status

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