calculus

Calculus Student Benefits from Practice in WebAssign

Emily Eckes, a college student at Miami University in Oxford, Ohio, details the importance of practice and how she has benefited from using WebAssign in her calculus courses.

Challenge

As a busy student, Emily sometimes had trouble focusing on assignments and felt fear

Solution

WebAssign for Calculus

Result

Emily found WebAssign easy to use and liked that it motivated her to practice—her “A” grades can be attributed to improved study habits with WebAssign.

See what else Emily had to say about the use of WebAssign in her calculus courses.

 


Calculus Professor Transcends Lectures with WebAssign

Daria Filippova, Calculus Coordinator at Bowling Green State University in Ohio, sparks learning among her students—including among non-majors needing more help—using WebAssign for Calculus.

Challenge

Non-major students need help engaging in class and completing difficult homework outside class.

Solution

WebAssign for Calculus

Result

WebAssign improved student engagement and homework completion with its user-friendly digital features and access from any location or device.

 

Explore how Professor Filippova achieved student success with WebAssign.


Calculus Student Upped Her Game with WebAssign

Alicia Colon, Sophomore at the University of Central Florida, loves the immediate feedback and personalized features in WebAssign for Calculus, as they’re perfectly tailored to her homework needs.

Student Success Story

Challenge: Alicia needed problem-specific help to improve understanding and complete homework assignments on time.

Solution: WebAssign for Calculus

Result: WebAssign enables multiple attempts on questions and gives instant feedback on wrong answers, reinforcing skills and helping Rebecca learn from her mistakes; she attributes her A to WebAssign

Read how Alicia elevated her performance with WebAssign for Calculus

 


Practice Makes Perfect for Calculus Student Using WebAssign

Rebecca Caro, Freshman at Florida State University, achieved much in her Calculus class with the practice and guidance she found in WebAssign from Cengage.

Student Success Story

Challenge: Rebecca had a difficult calculus course, needing lots of practice and guidance outside of class

Solution: WebAssign for Calculus

Result: WebAssign enabled Rebecca to work at her own pace, practice as much as she wanted and get problem-specific help from video solutions and tutorials; she was pleased with her B

Read about Rebecca’s Experience with WebAssign for Calculus


Reduce Readiness Gaps and Use Dynamic Assets to Improve Conceptual Understanding

“What is the most difficult challenge you face when teaching calculus?”

When engaging with instructors throughout the country, the most common answer we hear is that it is not necessarily the Calculus that students struggle with most, but rather the prerequisite skills from Algebra and Trigonometry that they should already know when coming into the classroom. In addition, as the mathematical study of change, Calculus is a dynamic subject, and we routinely hear that students best understand its concepts when they are presented in a dynamic manner. Although the concepts of Calculus themselves do not change, the methods with which they are taught and the technology available to assist in this endeavor continuously evolve.
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Academic Benefits of Requiring Enhanced WebAssign

Contributor: Willem Wallinga, Fisher College (Boston, MA).

Since 2012, Enhanced WebAssign has been a required component for every mathematics course at Fisher College in Boston, MA. During this time, I have directly observed the academic benefits at every level, from Pre-Algebra to Multivariable Calculus. In this article, I will summarize a few of the benefits that make teaching and learning mathematics with Enhanced WebAssign a superior experience over traditional methods.
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Q&A with the Author of Physics for Scientists and Engineers: Foundations and Connections

We speak with Debora Katz, United States Naval Academy, and author of Physics for Scientists and Engineers: Foundations and Connections.


Debora Katz has a PhD from the University of Minnesota, where she won a fellowship that included training by well-known figures in physics education research (PER). Today, she is a professor of physics at the United States Naval Academy, where she teaches not just physics majors, but students with a diverse set of abilities, interests, learning styles, and preconceptions. To engage her students in the process of learning physics, she uses many PER techniques.
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For James Stewart, Teaching Math is a Life-Long Inspiration

In Memory Yesterday we lost an inspirational educator, respected author, trusted partner, and friend. Last night we learned that on Wednesday, December 3 at 9:30 am ET, Jim passed away peacefully surrounded by family at his home in Toronto, Canada. Read the official media release.   There’s something to be said for hard work. In the last forty-plus years since two of his students at McMaster University suggested he write his own calculus book, world-renowned author and mathematician James Stewart has basically never stopped writing. Having essentially devoted his life to mathematics, Jim has published over seventy textbooks, releasing Read More…


Study Shows Students Using EWA for Calculus Outperform their Peers

This peer-reviewed study examines the impact of using Enhanced WebAssign® (EWA) on student knowledge and skills in Calculus I courses.

MarketingWorks and SEG Measurement, two independent research firms, conducted a comprehensive study of EWA’s effectiveness in the spring of 2014 using an array of qualitative and quantitative methods. The primary goal of the study was to determine the extent to which EWA users improved their calculus knowledge and skills more than a control group of students who used the same textbooks and other technology supports but not EWA. Further, the study investigated faculty and student perceptions of EWA.
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Active Learning and Calculus: Just Like Riding a Bike

Guest Contributor: Kimberly Benien, Wharton County Junior College (Richmond, TX).   Do you remember the first time you rode a bike? Did you read a book to learn how to balance on the bike? Did you watch someone else ride the bike? One would never think that learning to ride a bike would begin by reading a book. Nor would one believe that they could learn to ride a bike by just watching someone. I remember my father instructing me, guiding me, and then running alongside, holding on to the back of the bike seat while I tried and Read More…