An Investigation Of The Conceptual Understanding Of Continuity And Derivatives In Calculus Of Emerging Scholars Versus Non-emerging Scholars Program Students

dc.contributor.author	Chan, Susan Lai	en_US
dc.date.accessioned	2011-07-14T20:53:49Z
dc.date.available	2011-07-14T20:53:49Z
dc.date.issued	2011-07-14
dc.date.submitted	January 2011	en_US
dc.identifier.other	DISS-11163	en_US
dc.identifier.uri	http://hdl.handle.net/10106/5830
dc.description.abstract	The Emerging Scholars Program (ESP) has been adapted at colleges and universities across the nation in efforts to increase student access to Science, Technology, Engineering and Mathematics (STEM) disciplines. This study uses a written assessment to gain insight regarding conceptual knowledge on continuity and derivatives for ESP students versus non-ESP students in the same lecture course in first semester calculus at large urban university in the southwest. We analyze the assessment results of 22 ESP and 48 non-ESP students and discuss findings, particularly, those that indicate statistically significant differences regarding continuity over an interval.	en_US
dc.description.sponsorship	Epperson, James	en_US
dc.language.iso	en	en_US
dc.publisher	Mathematics	en_US
dc.title	An Investigation Of The Conceptual Understanding Of Continuity And Derivatives In Calculus Of Emerging Scholars Versus Non-emerging Scholars Program Students	en_US
dc.type	M.S.	en_US
dc.contributor.committeeChair	Epperson, James	en_US
dc.degree.department	Mathematics	en_US
dc.degree.discipline	Mathematics	en_US
dc.degree.grantor	University of Texas at Arlington	en_US
dc.degree.level	masters	en_US
dc.degree.name	M.S.	en_US