The effects of direct mathematics instruction on attitudes and success in general chemistry
Bowser, Lindsey Paige
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In this investigation direct instruction on mathematical topics critical to the general chemistry curriculum was delivered by the chemistry teacher and members of the math department as part of a Proportions Project. Changes in student attitude and performance were measured using pre and post treatment surveys and assessments. After the Proportions Project, student performance improved by up to 28% at tasks incorporating multiple variables and unit conversions. The majority of students also reported better study skills, better understanding of the role of mathematics in the study of chemistry, and a perception of chemistry as more relevant to their daily lives.