Active Learning in Mathematics: Using the Supplemental Instruction model to improve student success

John F. Gardner; Amy J. Moll; Patricia A. Pyke

Active Learning in Mathematics: Using the Supplemental Instruction model to improve student success

John F. Gardner
, Amy J. Moll
, Patricia A. Pyke

Micron School of Materials Science and Engineering

Boise State University

Research output: Contribution to journal › Conference article › peer-review

7 Scopus citations

Abstract

With the support of the Hewlett Foundation's Engineering Schools of the West Initiative, Boise State has implemented a program called Active Learning in Mathematics, based on the model of Supplemental Instruction (SI). This paper reports on the progress and lessons learned in the first 3 semesters of ALM support for pre-calculus and Calculus II, two well-known gate-keeper courses in the engineering programs. The program is currently in its 2^nd semester and has already undergone major modifications due to lessons learned in the pilot stages.

Original language	English
Pages (from-to)	137-141
Number of pages	5
Journal	ASEE Annual Conference and Exposition, Conference Proceedings
State	Published - 2005
Event	2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World - Portland, OR, United States Duration: 12 Jun 2005 → 15 Jun 2005

Cite this

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title = "Active Learning in Mathematics: Using the Supplemental Instruction model to improve student success",

abstract = "With the support of the Hewlett Foundation's Engineering Schools of the West Initiative, Boise State has implemented a program called Active Learning in Mathematics, based on the model of Supplemental Instruction (SI). This paper reports on the progress and lessons learned in the first 3 semesters of ALM support for pre-calculus and Calculus II, two well-known gate-keeper courses in the engineering programs. The program is currently in its 2nd semester and has already undergone major modifications due to lessons learned in the pilot stages.",

author = "Gardner, \{John F.\} and Moll, \{Amy J.\} and Pyke, \{Patricia A.\}",

year = "2005",

language = "English",

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note = "2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World ; Conference date: 12-06-2005 Through 15-06-2005",

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T1 - Active Learning in Mathematics

T2 - 2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World

AU - Gardner, John F.

AU - Moll, Amy J.

AU - Pyke, Patricia A.

PY - 2005

Y1 - 2005

N2 - With the support of the Hewlett Foundation's Engineering Schools of the West Initiative, Boise State has implemented a program called Active Learning in Mathematics, based on the model of Supplemental Instruction (SI). This paper reports on the progress and lessons learned in the first 3 semesters of ALM support for pre-calculus and Calculus II, two well-known gate-keeper courses in the engineering programs. The program is currently in its 2nd semester and has already undergone major modifications due to lessons learned in the pilot stages.

AB - With the support of the Hewlett Foundation's Engineering Schools of the West Initiative, Boise State has implemented a program called Active Learning in Mathematics, based on the model of Supplemental Instruction (SI). This paper reports on the progress and lessons learned in the first 3 semesters of ALM support for pre-calculus and Calculus II, two well-known gate-keeper courses in the engineering programs. The program is currently in its 2nd semester and has already undergone major modifications due to lessons learned in the pilot stages.

UR - https://www.scopus.com/pages/publications/22544467509

M3 - Conference article

AN - SCOPUS:22544467509

SP - 137

EP - 141

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

Y2 - 12 June 2005 through 15 June 2005

ER -

Active Learning in Mathematics: Using the Supplemental Instruction model to improve student success

Abstract

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