Discipline: Mathematics & Statistics
Subcategory: STEM Science and Mathematics Education
Qingxia Li - Fisk University
Co-Author(s): Georgine Pion, Vanderbilt University
This poster discusses how to integrate the directed case method to promote concept, process and application learning in an introductory mathematics course. It presents a sample case study on linear equations and inequalities and strategies for using cases in a classroom. A pretest and posttest was applied to measure the gains on mathematics content and attitudes towards mathematics for both control and experimental groups. Data analysis shows that integrating case studies in teaching increases students’ knowledge in math content and improves students’ attitude toward mathematics.
Funder Acknowledgement(s): This work is supported by the National Science Foundation grant: HBCU-UP Implementation Award HRD: 1332284 and NSF-CREST center: 1547757.
Faculty Advisor: None Listed,