Mathematics Education of our Students
Presenting An Innovative Model of Teaching and Learning in Mathematics
M. Vali Siadat
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M. Vali Siadat, Mathematics Education of our Students (2022), WTM-Verlag, Münster, ISBN: 9783959872324
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Beschreibung / Abstract
About this Book
This book introduces an innovative model in teaching and learning of mathematics.
It is the result of nearly two decades of research in math education at the college. Its main premise is that all students can learn math provided they are engaged in the learning process. The award-winning Keystone model, as is thoroughly described in the book, has produced significant student outcomes not only in mathematics but also in English reading comprehension. The research has had consistent results during the years of study.
About the Author
M. Vali Siadat is a distinguished professor of mathematics at Richard J. Daley College. He has two doctorates in mathematics, a Ph.D. in pure mathematics and a D.A. in mathematics education. Dr. Siadat has more than thirty publications in mathematics and mathematics education and has had numerous presentations at regional, national, and international mathematics meetings and conferences.
Professor Siadat is the recipient of several national awards, including the 2019 Award for Impact on the Teaching and Learning of Mathematics, conferred by the American Mathematical Society, the 2009 Mathematical Association of America’s Deborah and Franklin Tepper Haimo Award for Distinguished College or University Teaching of Mathematics, and the 2005 Carnegie Foundation for the Advancement of Teaching Illinois Professor of the Year Award.
This book introduces an innovative model in teaching and learning of mathematics.
It is the result of nearly two decades of research in math education at the college. Its main premise is that all students can learn math provided they are engaged in the learning process. The award-winning Keystone model, as is thoroughly described in the book, has produced significant student outcomes not only in mathematics but also in English reading comprehension. The research has had consistent results during the years of study.
About the Author
M. Vali Siadat is a distinguished professor of mathematics at Richard J. Daley College. He has two doctorates in mathematics, a Ph.D. in pure mathematics and a D.A. in mathematics education. Dr. Siadat has more than thirty publications in mathematics and mathematics education and has had numerous presentations at regional, national, and international mathematics meetings and conferences.
Professor Siadat is the recipient of several national awards, including the 2019 Award for Impact on the Teaching and Learning of Mathematics, conferred by the American Mathematical Society, the 2009 Mathematical Association of America’s Deborah and Franklin Tepper Haimo Award for Distinguished College or University Teaching of Mathematics, and the 2005 Carnegie Foundation for the Advancement of Teaching Illinois Professor of the Year Award.
Inhaltsverzeichnis
- BEGINN
- Dedications
- Acknowledgments
- Table of Contents
- Introduction
- Mathematics Education of our Students
- I. The Need for a New Model in the Teaching and Learning ofMathematics
- II. Keystone Model in Mathematics Education
- A. Formative Assessment: Purpose and Objectives
- B. Frequent and Cumulative Testing
- C. Cumulative Homework
- D. Time-Pressured Quizzes and Tests
- E. Effect of Testing on Recall
- F. Grading Curve and Standards of Excellence
- G. Structured Cooperative Learning
- H. A Note on Speed and Performance
- III. A Study of the Developmental Mathematics at the Colleges in the U.S. in 1990s (Genesis of the Keystone Project)
- IV. Improving Learning Outcomes in Developmental Mathematics at theCollege
- V. Keystone Mathematics Project, 1993-1995(A Project of Sagher and Siadat)
- A. Conceptual Framework of the Study
- B. General Description of the Study
- C. Subjects in the Study
- D. Design of the Study
- E. Materials in the Study
- F. Classroom Management
- G. Results of the Study
- H. Retention
- I. Performance in Mathematics
- J. Ability to Work with Full Concentration
- K. Arithmetic (Cut-Time) Test
- L. Reading Comprehension (Full-Time) Test
- M. Correlation Between Improvements in Arithmetic and EnglishComprehension
- N. Effect of the Project on Students with Different Initial Performance
- O. Comparison of Full-Time, Cut-Time Gains
- P. Full-Time, Cut-Time Gains by Student Groups
- Q. Cut-Time, Full-Time Correlation Coefficients
- V.1 Conclusions
- V.2 Discussions
- V.3 In their own words: Student testimonials
- VI. Can Mathematics Improve Fluid Intelligence?
- VII. Is Keystone Model Appropriate for Higher Math Classes?
- VIII. Is Keystone Model Appropriate for other Disciplines?
- IX. Do Keystone Students Persist in Mathematics and other Disciplines?
- X. Is Keystone Model Labor Intensive?
- XI. Results of Keystone Expansion in 1998-2009
- XII. Policy Implications of the Study
- XIII. Future Research
- XIV. A Note on Teaching Methods
- XV. My Teaching Philosophy
- XVI. Teaching and Learning: A Perspective
- XVII. References
- XVIII. Appendices
- APPENDIX ICourse Policies and Ground Rules (Math 110)
- APPENDIX IIFinal Exam (Math 110)
- APPENDIX IIICourse Policies and Ground Rules (Math 140)
- APPENDIX IVFinal Exam (Math 140)