PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
Jump Math Approach to Teaching Foundations Mathematics in 2-Year College Shows Consistent Gains in a Randomized Field Trial
Page: 2-542
Many first year college students struggle with foundational mathematics skills even after one semester of mathematics. JUMP math, a systematized program of teaching mathematics, claims that its approach, though initially designed for K-8, can strengthen skills at the foundations college math level as well. Students in sixteen sections of Foundations Mathematics at a college in Canada were randomly assigned to be taught with either the JUMP math approach or a typical teaching approach. Students were measure before and after on their competence (Wechsler test of Numerical Operations) and attitudes (Mathematics Attitudes Inventory) to identify any improvements. Results showed that students in JUMP classes had modest, but consistently higher improvements in competence when compared to students in non- JUMP classes, even after controlling for potential confounding variables, while improvements in Math Attitudes showed no differences.