Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.

Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

The ADAGE approach to mathematics and the concept of *function

Robert R Mann, University of Nebraska - Lincoln

Abstract

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. ^

Subject Area

Education, Mathematics

Recommended Citation

Mann, Robert R, "The ADAGE approach to mathematics and the concept of *function" (2000). ETD collection for University of Nebraska - Lincoln. AAI9991996.
http://digitalcommons.unl.edu/dissertations/AAI9991996

Share

COinS