Advising Students toward Successful Opportunities in Mathematics Courses

Autor/in	Urban, Ashley L.
Titel	Advising Students toward Successful Opportunities in Mathematics Courses
Quelle	(2019), (104 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Kansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0883-0078-7
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Instruction; Algebra; Undergraduate Students; Academic Advising; State Universities; Barriers; College Preparation; Remedial Instruction; Course Descriptions; Cooperative Learning; Required Courses; Time on Task; Metacognition; Workshops; Outcomes of Education; Student Attitudes; Course Selection (Students) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; Akademischer Rat; Staatliche Universität; Förderkurs; Kursstrukturplan; Kooperatives Lernen; Pflichtkurs; Zeitaufwand; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernwerkstatt; Schulung; Lernleistung; Schulerfolg; Schülerverhalten; Course selection; Student; Students; Kurswahl
Abstract	College algebra continues to cause a barrier for students seeking a college education. Many institutions require students who are less academically prepared to enroll in a remedial course before entering college algebra. This process is costly and time prohibitive to students; adding financial burden to the already present academic barrier that is college algebra. In order to alleviate the college algebra barrier, one public research university in the Midwest has implemented an Enhanced Math course. This course allows more students who previously did not meet the qualifications to enter college algebra to directly enroll into a supplementary course requiring less hours and time to complete the college algebra requirements necessary for a Bachelor's degree. The enhanced course integrates cooperative learning, time on task and self-regulation into a workshop format guided by student learning outcomes. In order to ensure that eligible students enroll into the enhanced course, the focus of this study is to better understand how advisors talk to students about Enhanced Math and other math courses at the institution. Advisors make enrollment recommendations to students as they enroll. After speaking to an advisor, students are able to make their own selections for mathematics courses; the Enhanced Math course is just one of the choices students make as they enroll. In this study, a qualitative research approach was used to interview advisors about how they discuss math course selection with students. Data was analyzed and categorized by subject. The study revealed that inconsistencies exist regarding how advisors understand the Enhanced Math course and how they describe it to students. Additional findings revealed that some departments represented in the study have alternative course offerings in place of college algebra; in some cases, algebra is not recommended by advisors. Based on these findings, implications are discussed and recommendations are made to improve the lines of communication between advisors and the mathematics department. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01