| dc.creator |
Dorothy Wallace |
|
| dc.date |
2013-07-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:20:44Z |
|
| dc.date.available |
2015-08-12T11:20:44Z |
|
| dc.identifier |
http://dx.doi.org/10.5038/1936-4660.6.2.13 |
|
| dc.identifier |
1936-4660 |
|
| dc.identifier |
https://doaj.org/article/9276402a5ef3430eb94076ad8bcd8542 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/28481 |
|
| dc.description |
This essay argues that the structure of course prerequisites affects retention of students in a course of study. The same argument suggests that the structure of degree requirements, including quantitative reasoning courses, affects retention in college. In particular, the same set of courses required in a rigid sequence will cause more students to exit the program early than if the same courses were offered in a flexible order. |
|
| dc.language |
English |
|
| dc.publisher |
University of South Florida Libraries |
|
| dc.relation |
http://scholarcommons.usf.edu/numeracy/vol6/iss2/art13/ |
|
| dc.relation |
https://doaj.org/toc/1936-4660 |
|
| dc.rights |
CC BY-NC |
|
| dc.source |
Numeracy, Vol 6, Iss 2, p 13 (2013) |
|
| dc.subject |
education research |
|
| dc.subject |
mathematics education |
|
| dc.subject |
quantitative literacy |
|
| dc.subject |
quantitative reasoning |
|
| dc.subject |
numeracy |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Mathematics |
|
| dc.subject |
DOAJ:Mathematics and Statistics |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Mathematics |
|
| dc.subject |
DOAJ:Mathematics and Statistics |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.title |
Parts of the Whole: The Educational Sieve |
|
| dc.type |
article |
|