skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: PRELIMINARY META-ANALYTIC FINDINGS EXAMINING PERSONALIZED ADAPTIVE LEARNING IN UNDERGRADUATE MATHEMATICS
This study presents preliminary results of a meta-analysis that examines personalized adaptive learning (PAL) in undergraduate mathematics using evidence gap maps. PAL has been increasingly adopted in the U.S. and may be particularly beneficial to students in mathematic courses such as college algebra and calculus as they serve as gatekeeper courses, especially for those majoring in STEM fields. However, the impact of PAL's use in undergraduate mathematics has yet to be fully explored with meta-analytic methods. This project seeks to advance undergraduate STEM education research by meta-analyzing studies related to the implementation of innovative technological advancements in instruction and, specifically, how PAL intervention impacts students’ success in mathematics—going beyond results from just one institution, one setting, one sample.  more » « less
Award ID(s):
2236074
PAR ID:
10651437
Author(s) / Creator(s):
; ; ; ; ; ;
Publisher / Repository:
Proceedings of EDULEARN 24 Conference
Date Published:
Page Range / eLocation ID:
1798 to 1802
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; ; ; ; (, Nordic Journal of Systematic Reviews in Education)
    This protocol is for a study that examines personalized adaptive learning (PAL) of undergraduate students with a focus on mathematics outcomes. This protocol addresses two meta-analytic studies: 1) Examination of PAL within the population of undergraduate students enrolled in mathematics courses broadly (across all mathematics courses with the type of course as a moderator); and 2) Specifically in college algebra, which is a STEM pipeline mathematics course. Undergraduate mathematics courses can be roadblocks to college degree attainment. PAL offers the opportunity to develop mathematical skills in a personalized way, while enabling instructors to identify students’ struggle areas and take remedial action.Partnering with academic librarians, databases likely to index relevant studies were identified, the search strategy was refined, and keywords and subject indexing terms were identified. Titles and abstracts were independently screened by two reviewers. Full-text review is in progress. Retained studies will have data extracted that will allow the results to be meta-analyzed.The standardized mean difference will be the main effect size computed. Multilevel meta-analysis will be used to address the hierarchical data structure. Robust variance estimation will be used to estimate standard errors and hypothesis tests, addressing dependencies of effect sizes within studies. Prediction intervals for effect sizes, for study-average effect sizes, and heterogeneity statistics will be reported. Subgroup analyses will evaluate the relationship between moderators and the magnitude of the effect size. Cochrane’s criteria for assessing the risk of bias in studies with a separate control group will be applied. Reporting bias will be assessed visually with funnel plots. 
    more » « less
  2. ; ; (, ASEE Conferences)
    With college advisory boards and potential employers consistently voicing their desire for engineers and scientists who can communicate well, work effectively in teams, and independently problem-solve, the Colleges of Engineering & Computer Science (ECS) and Natural Sciences and Mathematics (NSM) at Sacramento State University, a large, public, primarily undergraduate institution, have deployed two programs to explicitly address these skills for undergraduate science, technology, engineering, and mathematics (STEM) students. The goals of the NSF-funded Achieving STEM Persistence through Peer-Assisted Learning and Leadership Development (ASPIRE) project are to increase retention and decrease time to graduation for STEM students, as well as increase retention of women and underrepresented minorities (URM) in the STEM workforce by implementing evidence-based practices to promote student success during two critical transitions: 1) from lower-division to upper-division coursework in engineering; and 2) from upper-division coursework to an entry-level STEM career. ASPIRE aims to achieve these goals by: 1) adapting and implementing the NSM Peer Assisted Learning (PAL) program in gateway engineering courses; and 2) developing the Hornet Leadership Program which includes scaffolded opportunities for students to explore their leadership capacity and develop leadership skills. The main research questions for this study include: (1) Will the ECS PAL model and Hornet Leadership Program result in increased persistence and workforce readiness in STEM majors at a large, diverse university? (2) What attitude changes will this project have on students and faculty and the relationships between them? The first question is addressed through pre- and post-implementation student surveys and student course/GPA data. The second question is addressed through faculty surveys, faculty focus groups/interviews, and pre- and post-data from a faculty professional development workshop. In general, preliminary results from this study indicate the new ECS PAL program successfully attracts URM students and thus has the potential to support their persistence and STEM workforce readiness. Additionally, undergraduate students across both Colleges who participated in the inaugural Hornet Leadership Program gained non-technical skills and experiences directly linked to competitiveness and preparation for workforce entry and graduate programs. Finally, faculty surveys and the faculty professional development workshop indicate that faculty value student leadership development, but identify barriers to accomplishing this work. 
    more » « less
  3. ; ; ; ; ; (, Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education (SIGMAA on RUME))
    Cook, S; Katz, B; Moore-Russo, D (Ed.)
    Undergraduate mathematics classrooms are racialized spaces for Latin* students, even at Hispanic-Serving Institutions (HSIs) with educational missions of cultural affirmation. Instruction plays an important role in reinforcing and disrupting racial oppression in mathematics, which has significant implications for gateway courses (e.g., calculus) that impact STEM persistence. Groupwork is a widely-adopted practice in gateway mathematics courses with intentions to promote equitable access to content and participation; however, research has shown that groupwork can perpetuate inequitable experiences for historically marginalized groups in STEM, including Latin* students attending HSIs. The present study addresses these concerns of racial equity in undergraduate mathematics by exploring Latin* students’ groupwork experiences in gateway courses at a HSI. Our findings capture how groupwork facilitated or removed access to a sense of racially-affirming community, which was central in Latin* students’ visions of equitable support as mathematics learners at a HSI. 
    more » « less
  4. ; (, Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education)
    When implementing lessons connecting advanced undergraduate mathematics to school mathematics, challenges arise for faculty and for the undergraduate students. The Mathematical Education of Teachers as an Application of Undergraduate Mathematics (META Math) project has created, piloted, and field-tested lessons for undergraduate mathematics and statistics courses typically part of a mathematics major that leads to secondary mathematics teacher certification. Lessons in calculus, discrete mathematics, algebra, and statistics explicitly link topics in college mathematics with high school mathematics topics prospective teachers will eventually teach. The goal of this poster presentation is to discuss our preliminary observations of the challenges faced by faculty and undergraduate students when implementing or using these lessons. We also wish to gather feedback and suggestions on the study design and potential directions for further research. 
    more » « less
  5. ; ; ; ; (, Cognition and Instruction)
    null (Ed.)
    Undergraduate mathematics education can be experienced in discouraging and marginalizing ways among Black students, Latin students, and white women. Precalculus and calculus courses, in particular, operate as gatekeepers that contribute to racialized and gendered attrition in persistence with mathematics coursework and pursuits in STEM (science, technology, engineering, and mathematics). However, student perceptions of instruction in these introductory mathematics courses have yet to be systematically examined as a contributor to such attrition. This paper presents findings from a study of 20 historically marginalized students’ perceptions of precalculus and calculus instruction to document features that they found discouraging and marginalizing. Our analysis revealed how students across different race-gender identities reported stereotyping as well as issues of representation in introductory mathematics classrooms and STEM fields as shaping their perceptions of instruction. These perceptions pointed to the operation of three racialized and gendered mechanisms in instruction: (i) creating differential opportunities for participation and support, (ii) limiting support from same-race, same-gender peers to manage negativity in instruction, and (iii) activating exclusionary ideas about who belongs in STEM fields. We draw on our findings to raise implications for research and practice in undergraduate mathematics education. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email