Pre-Collegiate Factors Influencing Students\u27 Success in their First University Mathematics Course: A Quantitative and Qualitative Study

The quantitative investigation conducted considered the effect of pre-collegiate factors such as high school size, high school grade point average, ACT mathematics component score, ACT composite score, highest level of high school mathematics available, highest level of high school mathematics completed with at least a grade of C, and sex on the initial level of mathematics students\u27 enrolled in and the grade earned in their first university mathematics course. The qualitative inquiry obtained the students\u27 points of view on the transition from high school math to university mathematics and the influence of their past experiences on their success or lack of success in their first university mathematics course. Student interviews also provided insight into how the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, 1989) were implemented in their high school mathematics courses. In particular it was concluded that quantitative measures of the individual students\u27 abilities (i.e. ACT scores, high school grade point average, highest level of high school math completed with a C or better, etc.) are better predictors of students\u27 initial university mathematics course and subsequent success than general high school descriptors. Qualitatively, it was concluded that the use of technology, students\u27 study habits and strategies for success, and relationships between the student and their peers and the student and their teachers all play an important role in student success in university mathematics. From the student interviews it was also concluded that, in spite of the recommendations of the NCTM Standards, high school and university mathematics classrooms were still predominantly teacher-centered

Math Active Learning Lab: Math 93 Notebook

This course notebook has been designed for students of Math 93 (Algebra Prep III) at the University of North Dakota. It has been designed to help you get the most out of the ALEKS resources and your time. Topics in the Notebook are organized by weekly learning module. Space for notes from ALEKS learning pages, e-book and videos directs you to essential concepts. Examples and “You Try It” problems have been carefully chosen to help you focus on these essential concepts. Completed Notebook is an invaluable tool when studying for exams.https://commons.und.edu/oers/1009/thumbnail.jp

Math Active Learning Lab: Math 92 Notebook

This course notebook has been designed for students of Math 92 (Algebra Prep II) at the University of North Dakota. It has been designed to help you get the most out of the ALEKS resources and your time. Topics in the Notebook are organized by weekly learning module. Space for notes from ALEKS learning pages, e-book and videos directs you to essential concepts. Examples and “You Try It” problems have been carefully chosen to help you focus on these essential concepts. Completed Notebook is an invaluable tool when studying for exams.https://commons.und.edu/oers/1008/thumbnail.jp

Math Active Learning Lab: Math 98 Notebook

This course notebook has been designed for students of Math 98 (Intermediate Algebra) at the University of North Dakota. It has been designed to help you get the most out of the ALEKS resources and your time. Topics in the Notebook are organized by weekly learning module. Space for notes from ALEKS learning pages, e-book and videos directs you to essential concepts. Examples and “You Try It” problems have been carefully chosen to help you focus on these essential concepts. Completed Notebook is an invaluable tool when studying for exams.https://commons.und.edu/oers/1022/thumbnail.jp