id: 06474287
dt: a
an: 2015e.00250
au: Rimmasch, Gretchen; Brandt, Jim
ti: Assessing the effectiveness of classroom visual cues.
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, 51-58 (2015).
py: 2015
pu: Washington, DC: The Mathematical Association of America (MAA)
la: EN
cc: D20 D45 C75 F55 I45
ut: scholarship of teaching and learning; universities; research design;
teaching methods; approach; assessment; teaching-learning processes;
educational diagnosis; didactics of mathematics; powers; exponent
rules; visualization; derivative rules; algebra; calculus; experimental
teaching
ci: ME 2015e.00248
li:
ab: Summary: This chapter illuminates some of the research design issues
discussed in [{\it J. M. Dewar}, ibid., 19‒44 (2015; ME
2015e.00248)]. It shows how the authors developed and piloted a novel
intervention, visual cues, during one semester and fully implemented
and assessed it in another. The methodology involved two sections of
the same course, taught by the same instructor, one as an experimental
group and the other as control group. Because using visual cues to
assist with some computational skills was specific and limited in
scope, many of the concerns mentioned about using control groups in
[loc. cit.] did not arise. The study involved similar interventions
with visual cues in two different settings (first in remedial math,
then in calculus). For calculus, the authors discovered that they had
to alter their rubric to capture the information they wanted.
rv: