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Students' Retention of Mathematical Knowledge and Skills in Differential Equations
Author(s) -
Kwon Oh Nam,
Rasmussen Chris,
Allen Karen
Publication year - 2005
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2005.tb18163.x
Subject(s) - knowledge retention , mathematics education , class (philosophy) , procedural knowledge , psychology , concept learning , knowledge level , teaching method , computer science , knowledge management , body of knowledge , medical education , medicine , artificial intelligence
This study investigates students' retention of mathematical knowledge and skills in two differential equations classes. Posttests and delayed posttests after 1 year were administered to students in inquiry‐oriented and traditional classes. The results show that students in the inquiry‐oriented class retained conceptual knowledge, as seen by their performance on modeling problems, and retained equal proficiency in procedural problems, when compared with students in the traditionally taught classes. The results of this study add additional support to the claim that teaching for conceptual understanding can lead to longer retention of mathematical knowledge .