### Abstract

A mathematics assessment has been administered to students studying Chemical Principles II to find out their degree of mathematics fluency and success in second-semester introductory chemistry. The project, called UnMMASSC (University of Minnesota mathematics assessment for second-semester chemistry studied their lessons without the use of calculators. Several misconceptions popped up through the mathematics assessment. One is that less than half of students were knowledgeable about simple materials. Another is that for many students, their responses exposed specific deficiencies in areas they thought they understood. Such misconceptions can persist, because the incessant use of calculators can mask deficiencies in mental mathematics skills from the students themselves.

Original language | English (US) |
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Pages (from-to) | 724-731 |

Number of pages | 8 |

Journal | Journal of Chemical Education |

Volume | 85 |

Issue number | 5 |

State | Published - May 1 2008 |

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### Cite this

*Journal of Chemical Education*,

*85*(5), 724-731.