Analyzing Conceptual Gains in Introductory Calculus with Interactively-Engaged Teaching Styles

Analyzing Conceptual Gains in Introductory Calculus with Interactively-Engaged Teaching Styles

This dissertation examines the relationship between an instructional style called Interactive-Engagement (IE) and gains on a measure of conceptual knowledge called the Calculus Concept Inventory (CCI). The data comes from two semesters of introductory calculus courses (Fall 2010 and Spring 2011), co...

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Bibliographic Details
Main Author: Thomas, Matthew
Other Authors: Lozano, Guadalupe I.
Language:en
Published: The University of Arizona. 2013
Subjects:
conceptual knowledge
interactive instruction
undergraduate mathematics education
Mathematics
calculus instruction
Online Access:http://hdl.handle.net/10150/299075

Internet

http://hdl.handle.net/10150/299075

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