
06474287
a
2015e.00250
Rimmasch, Gretchen
Brandt, Jim
Assessing the effectiveness of classroom visual cues.
Dewar, Jacqueline M. (ed.) et al., Doing the scholarship of teaching and learning in mathematics. Washington, DC: The Mathematical Association of America (MAA) (ISBN 9780883851937/pbk; 9781614443186/ebook). MAA Notes 83, 5158 (2015).
2015
Washington, DC: The Mathematical Association of America (MAA)
EN
D20
D45
C75
F55
I45
scholarship of teaching and learning
universities
research design
teaching methods
approach
assessment
teachinglearning processes
educational diagnosis
didactics of mathematics
powers
exponent rules
visualization
derivative rules
algebra
calculus
experimental teaching
ME 2015e.00248
Summary: This chapter illuminates some of the research design issues discussed in [{\it J. M. Dewar}, ibid., 1944 (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.