Connecting Writing and Contextual Development with Mathematics in Introductory College Math Courses - Abstract

Stan T. Yoshinobu
Meeting Alhambra, ISAMA-BRIDGES Conference Proceedings (2003)
Pages 579–579

Abstract

Students in elementary mathematics courses such as Math for Future Teachers, Precalculus, and Calculus predominantly view mathematics as procedural. Topics are traditionally taught emphasizing skills with little or no context. Applications are often relegated to a few problems within homework assignments, and intuitive developments of mathematical concepts are usually not provided. Some, if not a large proportion, of students memorize processes rather than understand concepts and ideas. Further, students often view Mathematics as irrelevant and overly abstract and esoteric. Adding to this, elementary math courses are often taught by motivating students that they will need the Mathematics later in a subsequent science or engineering course. Students will eventually learn why the material they are learning is important. But many times that future capstone event does not occur.

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