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Primary Trait Analysis to Assess a Learner-Centered, Upper-Level Mathematics Course

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Title: Primary Trait Analysis to Assess a Learner-Centered, Upper-Level Mathematics Course
Language: English
Authors: Alsardary, Salar, Pontiggia, Laura, Hamid, Mohamm
Source: PRIMUS. 2011 21(4):303-315.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 13
Publication Date: 2011
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Mathematics Education, Course Objectives, Scoring Rubrics, Communication Skills, Performance Based Assessment, Pretests Posttests, Peer Teaching, Tests, College Students, Reliability, Correlation
DOI: 10.1080/10511970903043755
ISSN: 1051-1970
Abstract: This study presents a primary trait analysis of a learner-centered, discrete mathematics course based on student-to-student instruction. The authors developed a scoring rubric for the primary traits: conceptual knowledge, procedural knowledge, application of understanding, and mathematical communication skills. Eleven students took an exam developed by the instructor, which was composed of seventeen performance-based problems without a single best answer, as a pre-test and post-test. Every student showed significant improvement in the four traits, with the least improvement in mathematical communication skills. The primary trait analysis shows that the course objectives were met and gave insights into how to improve the course. (Contains 6 figures and 5 tables.)
Abstractor: As Provided
Number of References: 13
Entry Date: 2011
Accession Number: EJ923244
Database: ERIC
FullText Text:
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  Data: This study presents a primary trait analysis of a learner-centered, discrete mathematics course based on student-to-student instruction. The authors developed a scoring rubric for the primary traits: conceptual knowledge, procedural knowledge, application of understanding, and mathematical communication skills. Eleven students took an exam developed by the instructor, which was composed of seventeen performance-based problems without a single best answer, as a pre-test and post-test. Every student showed significant improvement in the four traits, with the least improvement in mathematical communication skills. The primary trait analysis shows that the course objectives were met and gave insights into how to improve the course. (Contains 6 figures and 5 tables.)
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