# Vali SiadatCity Colleges of Chicago Richard J. Daley College · Department of Mathematics

Vali Siadat

Ph.D., D.A.

## About

32

Publications

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153

Citations

Citations since 2017

## Publications

Publications (32)

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...

The purpose of this study is to identify factors that influence students' performance in the intermediate algebra classes at the college by analyzing parameters such as test scores, grades, attitude towards mathematics, time lapse between subsequent courses, placement, and teaching practices. This study will investigate the correlation of several s...

Fourier Transforms is a first in a series of monographs we present on harmonic analysis. Harmonic analysis is one of the most fascinating areas of research in mathematics. Its centrality in the development of many areas of mathematics such as partial differential equations and integration theory and its many and diverse applications in sciences and...

In this article I conduct a short review of the proofs of the area inside a circle. These include intuitive as well as rigorous analytic proofs. This discussion is important not just from mathematical view point but also because pedagogically the calculus books still today use circular reasoning to prove the area inside a circle (also that of an el...

The article is the result of a comprehensive research study investigating the impact of computer-learning technology as well as the impact of a synergistic teaching approach (Keystone Method) on developmental mathematics classes at the college level.

DOCEAMUS Time-restricted tests provide additional benefits to the educational process. Time limits build students' concentration skills; the student must fully focus attention on the task. This requirement addresses the contemporary habit of living with constant disruptions, which is reflected in students' thought processes that meander, lacking th...

When I started teaching college some years ago, my only teaching methodology was lecture. This, of course, I learned from my teachers and my teachers from theirs. Moreover, the only technological support tools available were overhead projectors, videos, and hand-held calculators, and they were not readily accessible. Now, as we complete the first d...

Omar Khayyam: Geometric Algebra and Cubic Equations

This study reports the effects of an integrated instructional program (the Keystone Method) on the students' performance in mathematics and reading, and tracks students' persistence and retention. The subject of the study was a large group of students in remedial mathematics classes at the college, willing to learn but lacking basic educational ski...

Axial view of trigonometric functions (Siadat, 2002) provides for a geometric representation of the magnitudes and signs of these functions. It helps students develop an intuitive sense of the functions even in extreme, undened cases. There are, however, other benets, particularly in the realm of applications. One such case is in trigonometric iden...

The Keystone method is an innovative approach to teaching and learning mathematics. It traces the sources of students' difficulties and failures in mathematics to behavior patterns that negatively affect learning. Short attention spans, limited-time horizons, poor attendance patterns, passivity, failure to learn from errors, inattention to homework...

The Journal of General Education 49.2 (2000) 132-155
Remedial mathematics courses continue to be a large and increasing part of the instructional program at most postsecondary institutions (Fulton, 1996; Grubb & Kalman, 1994). The problematic nature of these courses is leading some universities to seek radical solutions. For example, the Board of T...

Recent international comparisons show that themathematics achievement of American students is belowthe international average. In response to thissituation, the present study compared first-year college students enrolled in remedial-type mathematicscourses with their counterparts enrolled in nonremedialcoursework. Findings include that students enro...

During the academic years 1993-1995, instructors from the Department of Mathematics from the University of Illinois at Chicago and Richard J. Daley College (Illinois) conducted an experiment in remedial mathematics classes at a community college. The researchers wanted to investigate whether, while teaching mathematics in a rigorous manner, they co...

Explores nontraditional associating factors for accruement of mathematical skills during the first year of college using a model for calculating mathematics gain that controlled for ceiling effects and nonlinearity. A nationally representative sample of first-year college students was tested by gender and ethnicity. There were marked differences in...

Typescript (photocopy). Thesis (D.A. in mathematics)--University of Illinois at Chicago, 1997. Vita. Includes bibliographical references (leaves 39-44).

We extend our recent results concerning norm inequalities on cones to include the case when 0 < p < 1 .

We extend our recent results concerning norm inequalities on cones to include the case when $0

Thesis (Ph. D. in mathematics)--University of Illinois at Chicago, 1990. Vita. Includes bibliographical references (leaf 45). Typescript (photocopy).

The purpose of this study is to examine the effects of the implementation of formative assessment on student achievement in elementary algebra classes at Richard J. Daley College in Chicago, IL. The formative assessment is defined in this case as frequent, cumulative, time-restricted, multiple-choice quizzes with immediate constructive feedback. Th...