An outreach college mathematician presented complex variable lessons to high school students with the purpose of enhancing student learning in related real variable algebra and geometry. Students showed gains in knowledge but no significant improvement in attitude. Student learning was seen to be related to prior background knowledge. It is suggested that closer collaboration in lesson design between teachers and university mathematics faculty may result in more positive outcomes.
|Number of pages||9|
|Journal||International Journal of Interdisciplinary Social Sciences|
|State||Published - 2007|
- High school