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A COLLEGE ALGEBRA INSTRUCTOR’S TRANSITION FROM PROCEDURAL TO CONCEPTUAL THROUGH THE CODESIGN OF FORMATIVE ASSESSMENTS.

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Title: A COLLEGE ALGEBRA INSTRUCTOR’S TRANSITION FROM PROCEDURAL TO CONCEPTUAL THROUGH THE CODESIGN OF FORMATIVE ASSESSMENTS.
Authors: Holl-Cross, Cathy1 chollcro@charlotte.edu, McCulloch, Allison1 allison.mcculloch@charlotte.edu, Smallenberger, Michael1 msmallenb@charlotte.edu, Smallenberger, Kelly2 kellysmalenberger@bac.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 2024, p1293-1297. 5p.
Subject Terms: *Teaching methods, *Mathematics education, *Educational leadership, *Mathematics students, *Mathematics teachers, *Curriculum
Abstract: This study explores how an instructor designing assignments in an online homework system for a college algebra course considers the development of procedural fluency in connection with conceptual foundations. Findings reveal shifts in the instructor's perspective, highlighting the importance of connecting procedural fluency to conceptual foundations. The study underscores the potential of co-design activities in reshaping instructors' beliefs and instructional practices, offering insights into enhancing mathematics education in college algebra courses. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Conference
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  Data: A COLLEGE ALGEBRA INSTRUCTOR’S TRANSITION FROM PROCEDURAL TO CONCEPTUAL THROUGH THE CODESIGN OF FORMATIVE ASSESSMENTS.
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  Data: <searchLink fieldCode="AR" term="%22Holl-Cross%2C+Cathy%22">Holl-Cross, Cathy</searchLink><relatesTo>1</relatesTo><i> chollcro@charlotte.edu</i><br /><searchLink fieldCode="AR" term="%22McCulloch%2C+Allison%22">McCulloch, Allison</searchLink><relatesTo>1</relatesTo><i> allison.mcculloch@charlotte.edu</i><br /><searchLink fieldCode="AR" term="%22Smallenberger%2C+Michael%22">Smallenberger, Michael</searchLink><relatesTo>1</relatesTo><i> msmallenb@charlotte.edu</i><br /><searchLink fieldCode="AR" term="%22Smallenberger%2C+Kelly%22">Smallenberger, Kelly</searchLink><relatesTo>2</relatesTo><i> kellysmalenberger@bac.edu</i>
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  Data: This study explores how an instructor designing assignments in an online homework system for a college algebra course considers the development of procedural fluency in connection with conceptual foundations. Findings reveal shifts in the instructor's perspective, highlighting the importance of connecting procedural fluency to conceptual foundations. The study underscores the potential of co-design activities in reshaping instructors' beliefs and instructional practices, offering insights into enhancing mathematics education in college algebra courses. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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        PageCount: 5
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      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Mathematics education
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      – SubjectFull: Educational leadership
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      – SubjectFull: Mathematics students
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      – SubjectFull: Mathematics teachers
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      – SubjectFull: Curriculum
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      – TitleFull: A COLLEGE ALGEBRA INSTRUCTOR’S TRANSITION FROM PROCEDURAL TO CONCEPTUAL THROUGH THE CODESIGN OF FORMATIVE ASSESSMENTS.
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              Text: 2024
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              Y: 2024
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