Does Experience in College Mathematics Courses Affect Elementary Arithmetic Performance in College Students
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Notice bibliographique
Résumé
Undergraduate and graduate students at Cameron University (N = 158) were given the D' Amore Test of Elementary Arithmetic to test whether or not experience in college mathematics courses might be associated with a relative increase in arithmetic performance compared to those students who had not taken college mathematics courses. We found that only 31.7% of the subjects passed the D' Amore test by achieving 10 out of 10 correct. However, we found that subjects who had taken college math courses had significantly higher D' Amore test Scores than those who had not taken college mathematics courses. Also, higher college mathematics grades were associated with higher D'Amore Test Scores. ********** Standing, Sproule, & Leung (2006) examined elementary arithmetic abilities of undergraduate business and economic majors at a university in Canada. Using the D'Amore test of elementary arithmetic they found that the majority of college students (59.7%) tested received a failing grade, thus raising an important issue regarding the prevalence of substandard mathematics abilities in university students. We sought to examine the notion that experience in any type of college mathematics course might be associated with or affect elementary arithmetic performance in both undergraduate and graduate students. We thus administered the D' Amore test to a sample of undergraduate and graduate students at Cameron University along with a brief demographics questionnaire. Method Participants One hundred and fifty-eight students attending Cameron University, including undergraduates (97.0%) and graduate students (3.0%) were the participants. The age of the participants ranged from 18 to 54. There were 54% females and 46% males in the study. Psychology and business majors composed a majority of the sample (22.1% and 25.3%, respectively), while the remaining 52.6% were of a wide variety of academic disciplines across campus. Survey The D'Amore Test is a 10-item mathematics questionnaire, which was adopted by Lou D' Amore in 1992 to assess simple arithmetic skills and was employed many years earlier to test 3rd grade math students (Cornwall, 1999; Hume, 1932). The current demographics survey contained questions regarding the subjects' age, gender, class standing, major, college mathematics courses taken and grade in the listed mathematics courses. Procedure Participants were instructed to read and sign an informed consent document which briefly described the purpose of the study, the risks and benefits of participation in the study, and a statement of confidentiality. The participants then filled out a short demographics questionnaire and completed the D'Amore test. No calculators were allowed and written rough work was permitted. All of the participants completed the surveys voluntarily and if they were psychology students they were given extra credit in one psychology course. Scores on the D'Amore test were calculated for each participant. A passing grade was a 10 out of 10 on the D'Amore test. All of the data from the surveys were entered into SPSS v. 13 for statistical analysis which included calculation of descriptive statistics and One-way ANOVA. Results We found that 31.7% of the subjects passed the test. The mean test score was 8.38, SD = 1.74, and the range was 0 to 10. We found that that D'Amore test scores were significantly higher in those subjects with college mathematics experience. …
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle