Students' Retention of Mathematical Knowledge and Skills in Differential Equations

By Oh Nam Kwon, Chris Rasmussen. 2005

106 citations recorded by the source corpus.

This study investigates students' retention of mathematical knowledge and skills in two differential equations classes. Posttests and delayed posttests after 1 year were administered to students in inquiry-oriented and traditional classes. The results show that students in the inquiry-oriented class retained conceptual knowledge, as seen by their performance on modeling problems, and retained equal proficiency in procedural problems, when compared with students in the traditionally taught classes. The results of this study add additional support to the claim that teaching for conceptual understanding can lead to longer retention of mathematical knowledge.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/457625c5b3dd6d6cb74d75a05181f7dc0a5a1ffa

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Reinventing solutions to systems of linear differential equations: A case of emergent models involving analytic expressions (2007, background): “In fact, research by Kwon, Rasmussen, and Allen (2005) and Rasmussen et al. (2006) indicates that IO-DE students develop stronger conceptual understanding without loss of procedural competency, as compared to comparable students in conventional approaches.”
An Inquiry-Oriented Approach to Span and Linear Independence: The Case of the Magic Carpet Ride Sequence (2012, background): “Moreover, students in RME-based differential equations courses retained their knowledge better than students in the traditionally taught classes [11].”
Handbook of Research on Learning and Instruction (2011, background): “Thus, children were taught to move based on elite, adult movement models rather than developmentally appropriate patterns such as those that Roberton (1982) described.”