Mathematics

Innovators Speak: Reflecting on Mathematics Redesign

Jeff Hughes, an author and educator at Hinds Community College in Tennessee, has been involved with course redesign in Mathematics since it was first implemented on his campus. Now, he shares his thoughts in the third of our Innovators Speak series. Please describe your experience with the corequisite model and/or Quantitative Reasoning. My community college began piloting a corequisite model in two sections of College Algebra and two sections of Quantitative Reasoning during the fall of 2016.  Since that time, we have expanded it and have sections offered on four of our six campuses.  I was involved at the very Read More…


Innovators Speak: Implementing Corequisites in Texas

For the second installation of our Innovators Speak series, we asked Dr. Rebecca Goosen about her experience implementing the corequisite model in Texas. She is a developmental educator and administrator at the forefront of course redesign, and took some time to share her thoughts Please describe your experience with the corequisite model.
I am the district administrator for developmental education at San Jacinto College. We had a Demonstration Grant from Texas Higher Education Coordinating Board and were asked to try integrating reading and writing as well as do some early testing of the corequisite models in Mathematics. We quickly Read More…


Innovators Speak: Productive Struggle in QR

In the first of our Innovation Speaks series, Richard N. Aufmann, author and educator at Palomar College, sat down with us to discuss how the concept of Productive Struggle applies to Quantitative Reasoning in mathematics. How would you explain Productive Struggle? Productive Struggle is a commitment to a goal—to solve a problem (homelessness, for instance), or to learn a skill (play golf, play the piano or learn to code). There must be an acceptance that the goal will take time to reach and that small successes are motivating enough to continue. To commit to Productive Struggle, the end result must Read More…


Infographic: It All Adds Up to Student Success with MindTap Math Foundations

“My class went from a 50% pass rate with a competing product to an 85%, 90%, and 92% pass rate for my 3 sections with MindTap Math Foundations.” –Jea Joseph, Instructor, Oakwood University Last Fall, students and instructors from around the country used MindTap Math Foundations in their developmental math classes. They noticed a difference.

63% of students felt that they would earn a grade of B or better

Built with students, for students in Developmental Math from the ground up, MindTap Math Foundations (MTMF) instills confidence in students and motivates them to succeed. Helpful tools, such as step-by-step tutorials, learning Read More…


3 Things Stats Instructors and Students Taught Cengage

Guest contributor: Michael Saver, Cengage Statistics Over the past few years, the Statistics team at Cengage has been involved in research with thousands of instructors and students, listening intently to the needs on both sides. We’ve learned a great deal about how students approach their Statistics courses and how instructors teach it. Coincidentally enough, we’ve found that both are looking for a lot of the same things. Here are three of our biggest takeaways from the research that helped shape our new Stats in Practice videos, one of the key features in WebAssign.

Students need to make the connection

“We Read More…


Designing a New Experience for Mathematics, Statistics, and Physics: Pre-Course Assessments Target Knowledge Gaps

In 2014, the Cengage Learning Mathematics, Statistics, and Physics Teams set out to better understand the unmet needs of students and instructors. We interviewed, observed, surveyed, conducted usability tests, and met with thousands of students and instructors from around the country. Along the way we developed a deeper appreciation and understanding of how quantitative courses are taught and learned, the main challenges that students and instructors typically encounter, and how technology is used to accomplish course outcomes. Our initial research revealed that today’s instructors and students in math, statistics, and physics demand more from technology than they did 20 Read More…


Student Ambassador Finds Enhanced WebAssign® “Taylor-Made” to Help with Math Skills

Taylor Dougherty’s first digital learning experience was in pre-calculus as a college freshman, when she was “crazy busy” with a full course load and a full-time job. She’s a conscientious student, but felt intimidated because she doesn’t like mathematics. Enhanced WebAssign® (EWA), which was required for homework and tests, proved to be a blessing. “I had a difficult time understanding my professor, so I relied on Enhanced WebAssign a lot,” she recalls. “It really helped me with the skills I needed to get through the course.” Taylor takes online courses whenever possible, as she appreciates the flexibility to carve Read More…


Infographic: Celebrating Math Awareness Month

Every year in April, (MAM) is honored by educators around the world, in every level of academia. The goal of MAM is to increase public understanding of and appreciation for mathematics.

Many of the top career paths require a level of math or technological skills, yet all high schools may not be setting students up for success in these areas. View our infographic illustrating both the value and challenges of teaching math in higher ed.

Cengage Learning's Math Awareness Month Infographic


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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Closing the Gap in STEM Education: The Appeal of Technology in the Classroom

What do students want from math and science courses? What do they expect from the technology used in the classroom?

Our infographic “Closing the Gap in STEM Education: The Appeal of Technology in the Classroom,” shows the challenges students face… as well as the resources (and support) they believe would help them succeed in their courses.

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