Aim for success: peer-led team learning supports first-year transition to college-level mathematics

Students graduating from high school in the United States are often underprepared, unaware of, and surprised by the rigors of college courses, especially mathematics, and consequently stumble in their first year. A pilot intervention, the Academic Inventory Module (AIM) for Success in Mathematics pr...

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Autores principales:	Janet Liou-Mark, A.E. Dreyfess, Sandie Han, Laura Yuen-Lau, Karmen Yu
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2015
Materias:	collaborative learning first-year college students intermediate algebra Peer-Led Team Learning transition to college underrepresented minorities. Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/2e696a30450741d98ffbaa1a619ab249
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spelling	oai:doaj.org-article:2e696a30450741d98ffbaa1a619ab2492021-11-29T14:03:20ZAim for success: peer-led team learning supports first-year transition to college-level mathematics10.47408/jldhe.v0i0.3121759-667Xhttps://doaj.org/article/2e696a30450741d98ffbaa1a619ab2492015-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/312https://doaj.org/toc/1759-667XStudents graduating from high school in the United States are often underprepared, unaware of, and surprised by the rigors of college courses, especially mathematics, and consequently stumble in their first year. A pilot intervention, the Academic Inventory Module (AIM) for Success in Mathematics project, at a minority-serving institution was offered to incoming freshmen students, which included a nine-hour mathematics preparation course and participation in a peer-led workshop in their first mathematics credit-bearing course. The goal of the AIM project was to establish a seamless pathway from high school to college learning of mathematics through the Peer-Led Team Learning model of instruction. The principal activities of the project were to offer a bridge program preparing students for a combined algebra and geometry course and to create a peer-led community to support freshmen enrolled in the course. Results from this study showed students participating in peer-led workshops had significantly higher grades and lower failure and withdrawal rates than those who did not participate.Janet Liou-MarkA.E. DreyfessSandie HanLaura Yuen-LauKarmen YuAssociation for Learning Development in Higher Education (ALDinHE)articlecollaborative learningfirst-year college studentsintermediate algebraPeer-Led Team Learningtransition to collegeunderrepresented minorities.Theory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	collaborative learning first-year college students intermediate algebra Peer-Led Team Learning transition to college underrepresented minorities. Theory and practice of education LB5-3640
spellingShingle	collaborative learning first-year college students intermediate algebra Peer-Led Team Learning transition to college underrepresented minorities. Theory and practice of education LB5-3640 Janet Liou-Mark A.E. Dreyfess Sandie Han Laura Yuen-Lau Karmen Yu Aim for success: peer-led team learning supports first-year transition to college-level mathematics
description	Students graduating from high school in the United States are often underprepared, unaware of, and surprised by the rigors of college courses, especially mathematics, and consequently stumble in their first year. A pilot intervention, the Academic Inventory Module (AIM) for Success in Mathematics project, at a minority-serving institution was offered to incoming freshmen students, which included a nine-hour mathematics preparation course and participation in a peer-led workshop in their first mathematics credit-bearing course. The goal of the AIM project was to establish a seamless pathway from high school to college learning of mathematics through the Peer-Led Team Learning model of instruction. The principal activities of the project were to offer a bridge program preparing students for a combined algebra and geometry course and to create a peer-led community to support freshmen enrolled in the course. Results from this study showed students participating in peer-led workshops had significantly higher grades and lower failure and withdrawal rates than those who did not participate.
format	article
author	Janet Liou-Mark A.E. Dreyfess Sandie Han Laura Yuen-Lau Karmen Yu
author_facet	Janet Liou-Mark A.E. Dreyfess Sandie Han Laura Yuen-Lau Karmen Yu
author_sort	Janet Liou-Mark
title	Aim for success: peer-led team learning supports first-year transition to college-level mathematics
title_short	Aim for success: peer-led team learning supports first-year transition to college-level mathematics
title_full	Aim for success: peer-led team learning supports first-year transition to college-level mathematics
title_fullStr	Aim for success: peer-led team learning supports first-year transition to college-level mathematics
title_full_unstemmed	Aim for success: peer-led team learning supports first-year transition to college-level mathematics
title_sort	aim for success: peer-led team learning supports first-year transition to college-level mathematics
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2015
url	https://doaj.org/article/2e696a30450741d98ffbaa1a619ab249
work_keys_str_mv	AT janetlioumark aimforsuccesspeerledteamlearningsupportsfirstyeartransitiontocollegelevelmathematics AT aedreyfess aimforsuccesspeerledteamlearningsupportsfirstyeartransitiontocollegelevelmathematics AT sandiehan aimforsuccesspeerledteamlearningsupportsfirstyeartransitiontocollegelevelmathematics AT laurayuenlau aimforsuccesspeerledteamlearningsupportsfirstyeartransitiontocollegelevelmathematics AT karmenyu aimforsuccesspeerledteamlearningsupportsfirstyeartransitiontocollegelevelmathematics
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Aim for success: peer-led team learning supports first-year transition to college-level mathematics

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