The ADAGE Approach to Mathematics and the Concept of Function

DigitalCommons@University of Nebraska - Lincoln 2000-01-01T08:00:00Z

This study examined a reform pre-calculus course and its innovative approach to teaching mathematics. The course, Interdisciplinary Math and Science, was observed for a year and its learning environment and unique ADAGE (activity, data, analysis, generalizations, extensions) approach to teaching mathematics were described and evaluated. The evaluation made use of concept maps and traditional assessment instruments to compare student understanding of the concept of function. Thirteen students from the reform class and 13 students from traditional pre-calculus sections were asked to construct concept maps for the concept of function. A traditional assessment on function procedures and properties was also administered to both groups of students. The results indicated that students instructed under the ADAGE approach developed a richer conceptual understanding of function than their peers from a traditional pre-calculus classroom. Additionally, the ADAGE students performed as well on procedural function tasks as the pre-calculus students and demonstrated significant improvement in their personal math attitude and aptitude.

Mathematics education; text

Open access content. Open access content

ENG

LDL oai:digitalcommons.unl.edu:dissertations-9343
729184772

UNIV OF NEBRASKA AT LINCOLN
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