Preparing high school students for transition to college-level math curriculum: Solutions for effectively integrating technology

ID: 52130 Type: Virtual Paper
  1. Samantha Tackett, Florida State University, United States
  2. Kelly Torres, The Chicago School of Professional Psychology, United States
  3. Meagan Arrastia-Chisholm, Valdosta State University, United States
  4. Yvonne Earnshaw, Educational Consultant, United States

Student experiences with the large, college-level courses included difficulty with sustaining the pace and volume of material (self-managing their learning to learn as quickly as the instructional and assessment schedule required), securing resources to support their learning within and outside the class session (seeking follow-up explanations and more examples, obtaining process-oriented feedback to support new learning), maintaining attendance and/or attention, and adjusting to the impersonal nature of the instruction in general Therefore, our presentation will focus on strategies and technologies to address these issues that secondary and post-secondary educators can share with their students and pre-service teachers

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