Aim for success: peer-led team learning supports first-year transition to college-level mathematics
Students graduating from high school in the United States are often underprepared, unaware of, and surprised by the rigors of college courses, especially mathematics, and consequently stumble in their first year. A pilot intervention, the Academic Inventory Module (AIM) for Success in Mathematics pr...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Association for Learning Development in Higher Education (ALDinHE)
2015-12-01
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| Series: | Journal of Learning Development in Higher Education |
| Subjects: | |
| Online Access: | https://repl.gianfj.com/index.php/jldhe/article/view/312 |
| _version_ | 1818998412104695808 |
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| author | Janet Liou-Mark A.E. Dreyfess Sandie Han Laura Yuen-Lau Karmen Yu |
| author_facet | Janet Liou-Mark A.E. Dreyfess Sandie Han Laura Yuen-Lau Karmen Yu |
| author_sort | Janet Liou-Mark |
| collection | DOAJ |
| description | Students graduating from high school in the United States are often underprepared, unaware of, and surprised by the rigors of college courses, especially mathematics, and consequently stumble in their first year. A pilot intervention, the Academic Inventory Module (AIM) for Success in Mathematics project, at a minority-serving institution was offered to incoming freshmen students, which included a nine-hour mathematics preparation course and participation in a peer-led workshop in their first mathematics credit-bearing course. The goal of the AIM project was to establish a seamless pathway from high school to college learning of mathematics through the Peer-Led Team Learning model of instruction. The principal activities of the project were to offer a bridge program preparing students for a combined algebra and geometry course and to create a peer-led community to support freshmen enrolled in the course. Results from this study showed students participating in peer-led workshops had significantly higher grades and lower failure and withdrawal rates than those who did not participate. |
| first_indexed | 2024-12-20T22:01:07Z |
| format | Article |
| id | doaj.art-2e696a30450741d98ffbaa1a619ab249 |
| institution | Directory Open Access Journal |
| issn | 1759-667X |
| language | English |
| last_indexed | 2024-12-20T22:01:07Z |
| publishDate | 2015-12-01 |
| publisher | Association for Learning Development in Higher Education (ALDinHE) |
| record_format | Article |
| series | Journal of Learning Development in Higher Education |
| spelling | doaj.art-2e696a30450741d98ffbaa1a619ab2492022-12-21T19:25:21ZengAssociation for Learning Development in Higher Education (ALDinHE)Journal of Learning Development in Higher Education1759-667X2015-12-0110.47408/jldhe.v0i0.312Aim for success: peer-led team learning supports first-year transition to college-level mathematicsJanet Liou-Mark0A.E. Dreyfess1Sandie Han2Laura Yuen-Lau3Karmen YuNew York City College of TechnologyNew York City College of TechnologyNew York City College of TechnologyNew York City College of TechnologyStudents graduating from high school in the United States are often underprepared, unaware of, and surprised by the rigors of college courses, especially mathematics, and consequently stumble in their first year. A pilot intervention, the Academic Inventory Module (AIM) for Success in Mathematics project, at a minority-serving institution was offered to incoming freshmen students, which included a nine-hour mathematics preparation course and participation in a peer-led workshop in their first mathematics credit-bearing course. The goal of the AIM project was to establish a seamless pathway from high school to college learning of mathematics through the Peer-Led Team Learning model of instruction. The principal activities of the project were to offer a bridge program preparing students for a combined algebra and geometry course and to create a peer-led community to support freshmen enrolled in the course. Results from this study showed students participating in peer-led workshops had significantly higher grades and lower failure and withdrawal rates than those who did not participate.https://repl.gianfj.com/index.php/jldhe/article/view/312collaborative learningfirst-year college studentsintermediate algebraPeer-Led Team Learningtransition to collegeunderrepresented minorities. |
| spellingShingle | Janet Liou-Mark A.E. Dreyfess Sandie Han Laura Yuen-Lau Karmen Yu Aim for success: peer-led team learning supports first-year transition to college-level mathematics Journal of Learning Development in Higher Education collaborative learning first-year college students intermediate algebra Peer-Led Team Learning transition to college underrepresented minorities. |
| title | Aim for success: peer-led team learning supports first-year transition to college-level mathematics |
| title_full | Aim for success: peer-led team learning supports first-year transition to college-level mathematics |
| title_fullStr | Aim for success: peer-led team learning supports first-year transition to college-level mathematics |
| title_full_unstemmed | Aim for success: peer-led team learning supports first-year transition to college-level mathematics |
| title_short | Aim for success: peer-led team learning supports first-year transition to college-level mathematics |
| title_sort | aim for success peer led team learning supports first year transition to college level mathematics |
| topic | collaborative learning first-year college students intermediate algebra Peer-Led Team Learning transition to college underrepresented minorities. |
| url | https://repl.gianfj.com/index.php/jldhe/article/view/312 |
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