Presenting a New Model to Support the Secondary-Tertiary Transition to College Calculus: the Secondary Precalculus and Calculus Four Component Instructional Design (SPC 4C/ID) Model

Autor/inn/en	Wade, Carol H.; Wilkens, Christian; Sonnert, Gerhard; Sadler, Philip M.
Titel	Presenting a New Model to Support the Secondary-Tertiary Transition to College Calculus: the Secondary Precalculus and Calculus Four Component Instructional Design (SPC 4C/ID) Model
Quelle	In: Journal of Mathematics Education at Teachers College, 14 (2023) 1, S.1-9 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sonnert, Gerhard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Secondary School Mathematics; College Mathematics; Calculus; Instructional Design; Transitional Programs; Mathematics Education; Teaching Methods; Mathematical Models + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical model; Mathematisches Modell
Abstract	Although the secondary-tertiary transition has been investigated in mathematics education research with different focuses and theoretical approaches, it remains a major issue for students in the transition. With success in a science, technology, engineering, or mathematics (STEM) major at stake, we investigated a novel approach to support the transition from secondary precalculus or calculus to tertiary calculus. Using the Four Component Instructional Design (4C/ID) model and empirical data from the United States (US) nationally representative FICSMath project, we mapped instructional experiences of students in the transition to theoretical components of the 4C/ID model. From exploratory factor analysis (n=6,140), we found six factors that mapped to the 4C/ID model components and created the new Secondary Precalculus Calculus (SPC) 4C/ID model. In this model, the Learning Task Component represents tasks to engage learners in meaningful problem solving; the Support Component grounds instruction in reasoning and understanding; the Procedure Component integrates group work and graphing calculators to connect concepts to procedures; and the Part-Task Component represents instruction to develop automaticity. The SPC 4C/ID model presents a unique support for precalculus and calculus teachers in the quest of teaching for learning and transfer of learning across the transition. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: https://jmetc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01