• Skip to main content
  • Skip to after header navigation
  • Skip to site footer
ERN: Emerging Researchers National Conference in STEM

ERN: Emerging Researchers National Conference in STEM

  • About
    • About AAAS
    • About NSF
    • About the Conference
    • Project Team
    • Advisory Board
  • Conference
  • Abstracts
    • Abstract Submission Process
    • Abstract Submission Guidelines
    • Presentation Guidelines
  • Travel Awards
  • Resources
    • Award Winners
    • Code of Conduct-AAAS Meetings
    • Code of Conduct-ERN Conference
    • Conference Agenda
    • Conference Materials
    • Conference Program Books
    • ERN Photo Galleries
    • Events | Opportunities
    • Exhibitor Info
    • HBCU-UP PI/PD Meeting
    • In the News
    • NSF Harassment Policy
    • Plenary Session Videos
    • Professional Development
    • Science Careers Handbook
    • Additional Resources
    • Archives
  • Engage
    • Webinars
    • 2023 ERN Recap Video
    • ERN 10-Year Anniversary Videos
    • Plenary Session Videos
  • Contact Us
  • Login

Implementing Adaptive Learning Technology to Prepare STEM Students for Success in Mathematics: A Calculus I Study

Faculty #89
Discipline: Mathematics & Statistics
Subcategory: STEM Science and Mathematics Education

Torina Lewis - Clark Atlanta University
Co-Author(s): Diane Plummer, Sandra Rucker, Daniel Teodorescu, Clark Atlanta University, Atlanta, GA



Clark Atlanta University (CAU) presents the process used to implement the adaptive learning courseware, Assessment, and LEarning in Knowledge Spaces (ALEKS) as a tool for STEM student success in mathematics. A comprehensive review and evaluation of student performance in foundational STEM courses offered in AY 2014-15 to AY 2016-17 provide motivation for the study. During the three years, approximately 61% of students enrolled in the courses earned a C, D, F, or W with about 28% of the students receiving a C. A goal of the calculus study is to improve students’ mastery and use of mathematical concepts through course redesign, assessment, and implementation using adaptive learning technology. In spring 2018, ALEKS was implemented as a co-requisite approach. Using this approach, evidence of students’ increased knowledge of mathematics was evident. While studying the co-requisite approach, we implemented a redesign of Precalculus I and II to enable students to learn precalculus concepts in one semester instead of two. Results from the strategies and future work are presented.

Funder Acknowledgement(s): Two National Science Foundation (NSF) grants provide support for the study under the HBCU-UP program, Award# 1818727 and Award#1818682.

Faculty Advisor: None Listed,
NSF Affiliation: HBCU-UP

Sidebar

Abstract Locators

  • Undergraduate Abstract Locator
  • Graduate Abstract Locator

This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1930047. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

AAAS

1200 New York Ave, NW
Washington,DC 20005
202-326-6400
Contact Us
About Us

  • LinkedIn
  • Facebook
  • Instagram
  • Twitter
  • YouTube

The World’s Largest General Scientific Society

Useful Links

  • Membership
  • Careers at AAAS
  • Privacy Policy
  • Terms of Use

Focus Areas

  • Science Education
  • Science Diplomacy
  • Public Engagement
  • Careers in STEM

Focus Areas

  • Shaping Science Policy
  • Advocacy for Evidence
  • R&D Budget Analysis
  • Human Rights, Ethics & Law

© 2023 American Association for the Advancement of Science