Use of Written Curriculum in Applied Calculus

Elizabeth Kersey, Brooke Max, Murat Akarsu, Lane Bloome, Elizabeth Suazo, Andrew J. Hoffman

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Abstract


The purpose of this mixed-methods study was to explore how undergraduate students in an applied calculus course used the written curriculum (i.e., textbook, online homework system, and previous exams). The study design included three phases: (a) an online survey, (b) individual observations, and (c) student interviews. Students’ survey responses indicated that not many students referenced the required textbook, but all students accessed the online homework system, through which homework assignments were completed with immediate feedback available. A follow-up qualitative analysis of eight students revealed limitations of the usefulness of the feedback of this system.

Keywords


Curriculum, Technology, Calculus

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References


Kersey, E., Max, B., Akarsu, M., Bloome, L., Suazo, E., & Hoffman, A. J. (2019). Use of written curriculum in applied calculus. International Journal of Research in Education and Science (IJRES), 5(2), 457-467.


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Copyright (c) 2019 International Journal of Research in Education and Science

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International Journal of Research in Education and Science (IJRES)
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

ISSN: 2148-9955 (Online)