Publication of this article was funded by the Portland State University Library's Open Access Fund
Mathematics -- Study and teaching, College algebra
We describe the process of adjusting the balance between computerbased learning and peer interaction in a college algebra course. In our first experimental class, students used the adaptive-learning program ALEKS within an emporium-style format. Comparing student performance in the emporium format class with that in a traditional lecture format class, we found an improvement in procedural skills, but a weakness in the students’ conceptual understanding of mathematical ideas. Consequently, we shifted to a blended format, cutting back on the number of ALEKS (procedural) topics and integrating activities that fostered student discourse about mathematics concepts. In our third iteration using ALEKS, we made use of ALEKS-generated data to design peer-to-peer activities that matched student progress.
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Boyce, S., & O’Halloran, J. (2019). Active Learning in Computer-based College Algebra. PRIMUS, 1-17.