id: 06655551
dt: j
an:
au: Kannemeyer, Larry
ti: Reformed calculus teaching: the UWC experience.
so: J. South. Afr. Assoc. Res. Math. Sci. Educ. 1, No. 1, 41-49 (1997).
py: 1997
pu: Southern African Association for Research in Mathematics and Science
Education (SAARMSE), Bellville, Cape Town
la: EN
cc: I10
ut: calculus
ci:
li: doi:10.1080/10288457.1997.10756087
ab: Summary: This paper reports on some aspects of the development of an
alternative first year mainstream course implemented at UWC since 1993.
Many students who accepted to study science related courses at UWC are
poorly prepared for first year university mathematics. It has been
necessary to provide these students with empowering learning
experiences, helping them to surmount the scholastic inadequacies their
education has left them in mathematics. With the continued development
of the course, the coordinator gradually implemented, together with
other experiences, some of the principles and strategies of the
”calculus reform” initiative which began in the 1986 in the USA.
The issues raised by the “reformers” resonate with the position of
the coordinator i.e. active student involvement is fundamental to the
enhancement of their learning of mathematics. Based on the results and
appraisal of the students, the course has successfully given more
students the opportunity to achieve a credit for first year mathematics
as well as raised their affinity for the study of mathematics. The UWC
experience has shown that there is not one magical method ‒ workshop
lectures, the use of technology, writing, lab sessions or curriculum
changes, etc. capable of mitigating deficits in mathematical
understanding. Rather, a holistic and an integrated approach has proved
useful and effective in this regard.
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