id: 06474289
dt: a
an: 2015e.00252
au: Gieger, Lynn; Nardo, John; Schmeichel, Karen; Zinner, Leah
ti: A quantitative and qualitative comparison of homework structures in a
multivariable calculus class.
so: Dewar, Jacqueline M. (ed.) et al., Doing the scholarship of teaching and
learning in mathematics. Washington, DC: The Mathematical Association
of America (MAA) (ISBN 978-0-88385-193-7/pbk; 978-1-61444-318-6/ebook).
MAA Notes 83, 67-76 (2015).
py: 2015
pu: Washington, DC: The Mathematical Association of America (MAA)
la: EN
cc: D20 D45 I65 U75
ut: scholarship of teaching and learning; universities; educational research;
research methods; interdisciplinary approach; experience reports;
evaluation; mixed approach; teaching-learning processes; didactics of
mathematics; institutional assessment; educational diagnosis; affective
aspects; homework; multivariable calculus course; academic approach;
professional development; peer review; experimental teaching
ci:
li:
ab: Summary: This chapter describes the work of an interdisciplinary team to
improve the effectiveness of homework in a multivariate calculus class
by using an online homework system. Although at the beginning of the
investigation, the majority of the team members were not very familiar
with qualitative methods, they found the qualitative data particularly
useful for providing context and depth to the mixed quantitative
results they obtained. Their study highlights the merit of a mixed
method approach, particularly when statistically significant results
are not obtained from quantitative data. The authors also testify to
the value they found in working collaboratively with colleagues from
other disciplines.
rv: