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Enhancing Teacher And Student Performance In Mathematics

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Integrating Math, Science, and Engineering

Page Count

6

Page Numbers

8.518.1 - 8.518.6

Permanent URL

https://peer.asee.org/11841

Download Count

38

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Paper Authors

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John Gardner

author page

Freddie Frazier

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Kelvin Kirby

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Section 2365

Enhancing Teacher and Student Performance in Mathematics

Kelvin K. Kirby, Freddie L. Frazier, John P. Gardner Electrical Engineering Department/Mathematics Department Prairie View A&M University Prairie View, Texas

Abstract

The modern day applications of science, engineering and technology rest on a foundation heavily dependent upon mathematics. Prairie View A&M University (PVAMU) implemented several initiatives to enhance the teacher and student support infrastructure for education in science, mathematics, engineering and technology (SMET) disciplines. PVAMU received a $3.8M grant from the National Science Foundation (NSF) to significantly increase the enrollment and success of under-represented students in SMET disciplines. Studies have proven that students with high academic achievement in mathematics also attain high academic achievements throughout their course of study. In most SMET disciplines, mathematics is a key point of origin. Students must be proficient in mathematics before advancing to an in depth course of study in science, engineering or technology. Curriculum reform in mathematics is ongoing to ensure the course content is appropriate in various prerequisite courses. The endeavor is near completion and the basic issue still remains - How do we continue to enhance teacher and student performance in mathematics? Since the teacher is the primary facilitator of the student learning process, the teacher must utilize the optimal techniques identified to covey various concepts and subject matter. In addition, the order of presentation must be logical and well designed to offer the greatest opportunity for the student to learn. The student must be subject to a well-designed performance evaluation process, which positions the student to master the course content. This project established a team with the focus of enhancing teacher and student performance in mathematics. Dr. Freddie Frazier, Distinguished Professor of Mathematics, leads the team. The team focused on teaching techniques and methodologies, order of instruction and course content for each course. In addition, the team will develop an evaluation process designed to ensure the student has mastered the course content. The outcome of the activities will produce a model for each mathematics course. In conjunction with the classroom and support activities, the project will establish a computer laboratory with instructional and evaluation tools used within the mathematics community. The judicious integration of experienced teaching and available technology will develop the infrastructure needed to enhance teaching and student performance in mathematics at Prairie View A&M University. A preliminary study revealed that introductory courses in mathematics (algebra and trigonometry) experience a failure rate of almost fifty percent each semester. More advanced courses (calculus) experienced failure rates, which exceed fifty percent.1

“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”

Gardner, J., & Frazier, F., & Kirby, K. (2003, June), Enhancing Teacher And Student Performance In Mathematics Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11841

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