<p>Problem solving and critical thinking skills are beneficial across all fields of collegiate studies and provide lasting value in the workplace and everyday life.  In problem solving, students employ critical thinking skills in the analyses of problems and the synthesis and applications of previously learned concepts.  For decades, researchers and academics have deliberated on ways to engage students in the classroom to train them in these skills.  The collective research on teaching critical thinking and problem solving reveal overarching themes, which include student involvement, learning styles, student motivation, and instructor perceptions and behaviors.</p>

This quasi-experimental study examined the use of online homework in a college elementary algebra course to determine if homework due dates made a difference in students' mathematics achievement as measured by unit tests and an end of course final exam. The extent to which homework was completed and possible gender differences in performance were also investigated. Participants in this study were students (n = 58) enrolled in three sections of the course during fall 2010 and spring 2011 semesters. The control group consisted of students who had all unit homework due the night before the unit test, and the study group had homework due throughout the unit testing period. Results of a two-way ANOVA revealed no significant differences in test grades between the two groups and an unpaired t-test showed no significant differences in final exam grades. Additionally, gender appeared to have no significant effect on academic performance either.

While there is an abundance of literature regarding the value of assigning homework in mathematics and the benefits students receive when completing homework, whether online or traditionally; there seems to be a lack of research examining specific courseware systems and their tutorial learning aids. The purpose of this study was to determine if tutorial learning aids used when completing homework online using the course management system MyMathLab improved mathematics learning and achievement. A quasi-experimental pre/posttest design was used to examine data for 84 college students enrolled in multiple sections of a redesigned elementary algebra course at a large university. Students were either in the control group with access to two learning aids when completing homework or in the experimental group with access to only one learning aid. Data analysis revealed there were no statistically significant differences between the two groups and our results suggest that homework, unit test, and final exam grades are not affected by the use of tutorial learning aids available in MyMathLab. Student survey results were also discussed.

Class attendance has been a concern of educators over the years. Multiple research studies have examined class attendance and its impact on student achievement in various college classes. The purpose of this study was to determine whether a relationship existed between class attendance and student achievement in prescribed college mathematics courses. Class attendance was compared with various factors for students at one institution across multiple sections of two different prescribed mathematics courses, College Algebra and Applied Statistics. Results indicated that the number of days that a student missed class did affect their overall performance in the course. Additionally it was noted that if a student missed more than 40% of class instructional time, they were certain not to receive a final course grade higher than a D.

A favorite lesson is discussed. This one involves an MT article by Dan Canada and Dave Goering from May 2008 using probability in a game setting.