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Title: Supporting student quantitative skills across introductory STEM courses: faculty approaches and perceived needs
We present the results of a survey of 220 faculty members at selective liberal arts colleges who teach introductory STEM courses. The survey was designed to learn how these faculty support student quantitative skills development in their introductory courses and what high-school-level quantitative skills are the most challenging for their incoming introductory students. In particular, we wanted to identify the skills that students struggled with across different disciplines in order to explore collaborative development of shared online modules to support student quantitative skills review and practice in many different introductory STEM courses. Five priority topic areas emerged – graphs and tables, descriptive statistics, exponents/logarithms, intercepts/slopes of lines, and confidence intervals/standard error – although there were significant disciplinary differences.  more » « less
Award ID(s):
1829135
PAR ID:
10229426
Author(s) / Creator(s):
; ; ; ;
Editor(s):
Wolf, Steven F.; Bennett, Michael B.; Frank, Brian W.
Date Published:
Journal Name:
2020 Physics Education Research Conference Proceedings
Page Range / eLocation ID:
137 to 142
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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