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College Algebra Across Texas—Survey ResultsPowerPoint Presentation

College Algebra Across Texas—Survey Results

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### College Algebra Across Texas—Survey Results

G. Donald Allen – Texas A&M University

Linda Reichwein Zientek – Blinn College

Mel Griffin – Texas A&M University

Gloria White – Charles A. Dana Center

Paula A. Wilhite – Northeast Texas Community College

Sample

- 33 Community Colleges
- 13 Universities
- 72% Retention Rate
- 69 % Completer Rate

College Algebra (Math 1314)

- Why Math 1314?
- Who Enrolls in Math 1314?
- Topics Covered?

Box Plots

- Some of the graphs following show box plots of the data. This means
- The solid block shows the 25-75 percentile range
- The “whiskers” show the outlier values.

Topics Indicated by Department Chairs as Important for

Incoming College Algebra Students

___________________________________________________________________________________

Percent by University Percent by Community College

_________________________________ _________________________________

Most Somewhat Marginal or Most Somewhat Marginal or

Topics Important Important No Importance Important Important No Importance

__________________________________________________________________________________

Algebraic

Manipulation 100 0 0 100 0 0

Problem

Solving 67 25 8 84 16 0

Fractions 83 17 0 82 16 0

Logarithmic/

Exponential 18 55 27 16 68 16

Trigonometry 0 36 64 3 13 84

Regression

Modeling 9 9 82 3 20 77

Graphing

Calculator 18 55 27 6 47 47

Group Work 9 27 64 0 48 52

_____________________________________________________________________________

Conclusion

- College Algebra students were typically not entering STEM fields.
- University and community colleges were consistent in their beliefs about what topics students should know and algebraic manipulation and fractions topped their list.
- The instructional method was traditional lecture but graphing calculators were being incorporated in the lectures with variations between schools.
- Professors in higher education typically assessed students in traditional methods of exams and quizzes.

Conclusion

- Two and four year college math departments parallel each other on
- instructional modality
- use of technology
- assessment methods

- Neither community colleges nor universities have moved far from the traditional classroom.
- The transition from community college to university is rather seamless in regards to teaching environment
- High school students emerging from non-traditional classrooms will need to adjust to the traditional class settings typical at most colleges.

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