Additional Funding Sources

The project described was supported by the Ronald E. McNair Post-Baccalaureate Achievement Program through the U.S. Department of Education under Award No. P217A170273.

Abstract

Andragogy is the study of adult education and is an area of research that is neglected within university environments. It emphasizes reframing classroom structures in order to stay relevant to the dynamic and unique learning outcomes of adults. To what extent does an investigation of the presence of andragogy in a mathematical modeling course inform curriculum design?

There is a lack of curriculum/documentation analysis relative to increasingly modern formats of upper-division mathematics courses by use of technology and real-world applications. In finding proper modes of transportation for abstract mathematical concepts, teachers can make more informed approaches to teaching at a university level.

A case study utilizing grounded theory will be conducted referencing the transcripts from class recordings and assigned coursework. Textual data will be collected and defined by discrete classifications based on classroom environment, course materials, and student-teacher interactions. An interrogation of this data will be generated to draw connections to the occurrence of andragogical principles. These results aim to influence curriculum design and subsequent educational institutions in the development of degree plans and relevant course curriculums.

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Analysis of Undergraduate Mathematics Coursework for Curriculum Design

Andragogy is the study of adult education and is an area of research that is neglected within university environments. It emphasizes reframing classroom structures in order to stay relevant to the dynamic and unique learning outcomes of adults. To what extent does an investigation of the presence of andragogy in a mathematical modeling course inform curriculum design?

There is a lack of curriculum/documentation analysis relative to increasingly modern formats of upper-division mathematics courses by use of technology and real-world applications. In finding proper modes of transportation for abstract mathematical concepts, teachers can make more informed approaches to teaching at a university level.

A case study utilizing grounded theory will be conducted referencing the transcripts from class recordings and assigned coursework. Textual data will be collected and defined by discrete classifications based on classroom environment, course materials, and student-teacher interactions. An interrogation of this data will be generated to draw connections to the occurrence of andragogical principles. These results aim to influence curriculum design and subsequent educational institutions in the development of degree plans and relevant course curriculums.

 

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