\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2013d.00857}
\itemau{Smeal, Mary; Walker, Sandra; Carter, Jamye; Simmons-Johnson, Carolyn; Balam, Esenc}
\itemti{Exploring the effectiveness of different approaches to teaching finite mathematics.}
\itemso{J. Comput. Math. Sci. Teach. 32, No. 2, 247-257 (2013).}
\itemab
Summary: Traditionally, mathematics has been taught using a very direct approach in which the teacher explains the procedure to solve a problem and the students use pencil and paper to solve the problem. However, a variety of alternative approaches to mathematics have surfaced from a number of different directions. The National Council of Teachers of Mathematics encouraged teachers to incorporate a more student-centered approach as well as utilize technology. The American Mathematical Association of Two-Year Colleges standards also suggested that technology is an essential part of reform curricula, specifically software and graphing calculators. In attempts to include more students at the university level, many universities are offering distance learning courses as an option. Another consideration of distance learning is that an estimated 50--75 percent of corporate education uses online technology, so familiarity with online education increases a students' job marketability.
\itemrv{~}
\itemcc{U50 D40 D30}
\itemut{finite mathematics; teaching approaches; distance learning; computer aided instruction}
\itemli{}
\end