1. MAA MathFest, Washington DC, August 5 2015. Based on research conducted with Joshua Goss)

The Emporium Teaching Model and Its Effect on Students’ Conceptions of Mathematics, Metacognitive Awareness and Course Performance

The University of New Haven adopted an emporium model, the Math Zone, for teaching four developmental math courses in the fall of 2013. The technology used to support this model was and continues to be Pearson’s My Math Labs. The initial model relied on self-pacing. Student learning was supported by a staff of undergraduate, graduate and professional tutors. The first year of a multi-year research project studying students’ conceptions of mathematics, mathematics proficiency, metacognitive awareness, and issues of equity began this past spring. A mixed-methods approach was used, with data collection including two previously validated instruments, pre- and post- results on a common assessment, and student interviews. Findings related to student conceptions, along with preliminary results on the affect on students’ metacognitive awareness are included, along with a discussion on potential directions to take the model to allow for a more student-centered approach.

2. JMM Atlanta GA, January 5, 2017. MAA Poster Session on Outreach Programs

UNH All Girls Summer Math Camp 2016: Promoting Retention of Females in STEM A plethora of research expounds women’s underrepresentation in Mathematics and math-intensive fields of science; areas that fuel American economic competitiveness, quality of life, and national security. In an effort to find solutions, studies focused on attitudes of young women that prevent them from pursuing their studies in Mathematics. In one particular set of experiments, when participants were told that gender differences had been found on previous administrations of a math test, males taking the test outperformed females. By contrast, when UNH All Girls Summer Math Camp 2016: Promoting Retention of Females in STEMa

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