東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Exploring the Experiences, Mindset, Math Anxiety, and Math Self-efficacy of Community College Students and Instructors in a Corequisite Mathematics Course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Experiences, Mindset, Math Anxiety, and Math Self-efficacy of Community College Students and Instructors in a Corequisite Mathematics Course./
Author:	Bentley, Brianna.
Description:	1 online resource (258 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
Contained By:	Dissertations Abstracts International85-03B.
Subject:	Enrollments. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30563901click for full text (PQDT)
ISBN:	9798380263528

Exploring the Experiences, Mindset, Math Anxiety, and Math Self-efficacy of Community College Students and Instructors in a Corequisite Mathematics Course.
Bentley, Brianna.

Exploring the Experiences, Mindset, Math Anxiety, and Math Self-efficacy of Community College Students and Instructors in a Corequisite Mathematics Course. - 1 online resource (258 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: B.

Thesis (Ph.D.)--North Carolina State University, 2023.

Includes bibliographical references

This three-article dissertation examined the implementation and impact of corequisite mathematics courses at four North Carolina community colleges located in urban areas. The first article was a multiple case study that examined student and instructor experiences to determine the characteristics of corequisite courses that students and instructors found effective and their suggested changes to the corequisite course model to make it more effective. Overall, students and instructors found the corequisite course model effective and described the benefits of these courses, specifically the opportunity for just-in-time learning. The second article utilized a convergent parallel mixed methods design to explore the impact of corequisite courses. Findings indicated that characteristics of corequisite courses, specifically just-in-time instruction and the time spent in the course, positively influenced students' math self-efficacy and helped decrease their math anxiety. The increase in students' math self-efficacy was significant. The third article was a convergent parallel mixed methods design that examined the impact of corequisite instructors. Corequisite instructor's pedagogical decisions, personalities, classroom environment, and interactions with students were found to help students develop a growth mindset, decrease their math anxiety, and increase their math self-efficacy. An instructor's disposition, their approach to mistakes and questions, and their ability to create a safe and comfortable classroom environment were noted by students as being the largest influences on their mindset, math anxiety, and math self-efficacy. Community colleges and instructors should consider threats to just-in-time learning when designing corequisite courses, as well as, how instructors can positively influence students' experiences when taking a corequisite mathematics course.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798380263528Subjects--Topical Terms:

3562827
Enrollments.
Index Terms--Genre/Form:

542853
Electronic books.

Exploring the Experiences, Mindset, Math Anxiety, and Math Self-efficacy of Community College Students and Instructors in a Corequisite Mathematics Course.
LDR:03412nmm a2200433K 4500 001 2364602
005 20231130105849.5
006 m o d
007 cr mn ---uuuuu
008 241011s2023 xx obm 000 0 eng d
020 $a 9798380263528
035 $a (MiAaPQ)AAI30563901
035 $a (MiAaPQ)NCState_Univ18402040966
035 $a AAI30563901
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Bentley, Brianna. $3 3705417
245 1 0 $a Exploring the Experiences, Mindset, Math Anxiety, and Math Self-efficacy of Community College Students and Instructors in a Corequisite Mathematics Course.
264 0 $c 2023
300 $a 1 online resource (258 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
500 $a Advisor: Hunt, Jessica;Ayscue, Jenn;Anderson, Robin.
502 $a Thesis (Ph.D.)--North Carolina State University, 2023.
504 $a Includes bibliographical references
520 $a This three-article dissertation examined the implementation and impact of corequisite mathematics courses at four North Carolina community colleges located in urban areas. The first article was a multiple case study that examined student and instructor experiences to determine the characteristics of corequisite courses that students and instructors found effective and their suggested changes to the corequisite course model to make it more effective. Overall, students and instructors found the corequisite course model effective and described the benefits of these courses, specifically the opportunity for just-in-time learning. The second article utilized a convergent parallel mixed methods design to explore the impact of corequisite courses. Findings indicated that characteristics of corequisite courses, specifically just-in-time instruction and the time spent in the course, positively influenced students' math self-efficacy and helped decrease their math anxiety. The increase in students' math self-efficacy was significant. The third article was a convergent parallel mixed methods design that examined the impact of corequisite instructors. Corequisite instructor's pedagogical decisions, personalities, classroom environment, and interactions with students were found to help students develop a growth mindset, decrease their math anxiety, and increase their math self-efficacy. An instructor's disposition, their approach to mistakes and questions, and their ability to create a safe and comfortable classroom environment were noted by students as being the largest influences on their mindset, math anxiety, and math self-efficacy. Community colleges and instructors should consider threats to just-in-time learning when designing corequisite courses, as well as, how instructors can positively influence students' experiences when taking a corequisite mathematics course.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Enrollments. $3 3562827
650 4 $a Pedagogy. $3 2122828
650 4 $a Education reform. $3 3557624
650 4 $a Higher education. $3 641065
650 4 $a Success. $3 518195
650 4 $a Mathematics anxiety. $3 3705418
650 4 $a Community colleges. $3 1003105
650 4 $a Mathematics education. $3 641129
650 4 $a Confidence. $3 682645
650 4 $a Algebra. $3 516203
650 4 $a Core curriculum. $3 3559991
650 4 $a Cooperative learning. $3 3682760
650 4 $a Classrooms. $3 1598668
650 4 $a Peers. $3 3435329
650 4 $a Mathematics teachers. $3 1027582
650 4 $a College students. $3 537393
650 4 $a Departments. $3 3683760
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Literacy. $3 528342
650 4 $a Clinical psychology. $3 524863
650 4 $a Community college education. $3 2122836
650 4 $a Curriculum development. $3 684418
650 4 $a Education. $3 516579
650 4 $a Education policy. $3 2191387
650 4 $a Psychology. $3 519075
650 4 $a Secondary education. $3 2122779
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0745
690 $a 0280
690 $a 0456
690 $a 0622
690 $a 0275
690 $a 0727
690 $a 0515
690 $a 0458
690 $a 0621
690 $a 0533
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertations Abstracts International $g 85-03B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30563901 $z click for full text (PQDT)