Study on Lessening the Resistance in a Quantitative Literacy Course
Anyone who has ever taught a Liberal Arts Math or “Quantitative Literacy” Course understands that no matter how practical, relevant, or even necessary the subject matter, a fair number of our students still manage to feel oppressed by the reality of being required to take a math course of any description. Can some of these negative emotions be reduced by giving students a few choices without altering the course learning objectives or lowering standards? Two instructors at UNC Asheville have been engaged in an experiment that involves letting students make a few decisions. The results are in. We have been surprised both by the choices our students made and how pleased they were to be given options in the first place.
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