Cardboard Cities, Real Mathematics: Employing Quantitative Literacy to Study Gentrification in NYC

Fisher, Forest; Warner, Jared; Mickelson, Nate

doi:10.1080/10511970.2018.1488784

Cited by 2 publications

(1 citation statement)

References 11 publications

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“…Also, QR-based Math card games can innovate the learning process by providing a robust and competitive platform for students. Researcher [17] believed that competition and the urge to score points has the power to increase learners' engagement. Collaborative learning and social-based learning through mobile QR technology is an excellent alternative to conventional learning.…”

Section: Gamification Of Mathematicsmentioning

confidence: 99%

1 Slash 100%: gamification of mathematics with hybrid QR-based card game

Yung

Junaini

Kamal

et al. 2020

IJEECS

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Mathematics is important in our life and society. However, gamification of mathematics is rare for the topics such as fractions and decimals. This paper presents the development of an educational mathematics game called One Slash One Hundred Percent (1 Slash 100%). It is the hybridization of conventional card game and Quick Response (QR). This research aims to study how the respondents explore the card game to master decimal, fraction and percentage. The testing was conducted among secondary school students in Kuching, Sarawak, Malaysia (n=12; age=14). The respondents were asked to answer a set of questions in pre-test and post-test question. The results were promising where the analysis showed a significant difference between pre (M=14.3, SD=2.103) and post-test scores (M=17.6, SD=2.234). Thus, gamification of mathematics using hybrid card game increases their mastery of decimal, fraction and percentage.

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Section: Gamification Of Mathematicsmentioning

confidence: 99%

1 Slash 100%: gamification of mathematics with hybrid QR-based card game

Yung

Junaini

Kamal

et al. 2020

IJEECS

View full text Add to dashboard Cite

show abstract

Mentoring Faculty Through a Quantitative Reasoning Professional Development Program: Why Do Faculty Participate and What Do They Get Out of It?

Wilder¹

2020

The Journal of General Education

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Although quantitative reasoning (QR) is central to general education, many college students lack fundamental numeracy skills. In response, The City University of New York established a QR faculty development program that trained instructors across the disciplines through teaching exercises, guided discussions, hands-on activities, the development of instructional/assessment materials, and feedback from mentors and peers. Ten cohorts, 2010–2019, responded to surveys that evaluated their motives for participating and the extent to which they felt their goals were met. Faculty joined the program due to factors including their concern for students, their commitment to QR instruction, and their desire to build professional networks. Program completers reported a better understanding of QR, a greater commitment to QR instruction, increased awareness of tools and techniques (e.g., progressive pedagogies, active learning and constructivist approaches), a clearer sense of students’ needs, a commitment to assessment, and strong engagement with CUNY’s multidisciplinary, multi-institutional QR community. Overall, the perceived benefits of the program match participants’ motives for joining. Respondents’ comments suggest that faculty development for general education requires motivated participants, opportunities for networking, thoughtful discussion of readings and videos, modeling of best practices, a student-centered curriculum, sensitivity to participants’ backgrounds, adequate incentives, effective mentorship, and institutional commitment.

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Cardboard Cities, Real Mathematics: Employing Quantitative Literacy to Study Gentrification in NYC

Cited by 2 publications

References 11 publications

1 Slash 100%: gamification of mathematics with hybrid QR-based card game

1 Slash 100%: gamification of mathematics with hybrid QR-based card game

Mentoring Faculty Through a Quantitative Reasoning Professional Development Program: Why Do Faculty Participate and What Do They Get Out of It?

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