AN ASSESSMENT-DIRECTED, STUDENT-CENTERED, AND MASTERY-BASED MODEL OF TEACHING AND LEARNING IN MATHEMATICS

Abstract

This is a descriptive article illustrating a multi-year research study in mathematics education of college students in the U.S. It focuses on the first two years in the undergraduate mathematics curriculum. The study presents the theory, practice, and results of an innovative instructional program (Keystone model) applied to algebra classes at the college. The research investigated two areas of student learning outcomes: performance in mathematics and improvements in students’ concentration skills. Under the application of this program, students not only achieved significant outcomes in mathematics, as evidenced by formative and summative assessments but also improved their concentration skills, as demonstrated in the gains in national reading comprehension tests. In the following, we present, in extensive detail, the elements of the Keystone approach and its implementation in a learning environment, such as a college mathematics classroom.