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College Algebra Across Texas—Survey Results PowerPoint PPT Presentation


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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

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College Algebra Across Texas—Survey Results

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College algebra across texas survey results l.jpg

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


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Sample

  • 33 Community Colleges

  • 13 Universities

  • 72% Retention Rate

  • 69 % Completer Rate


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College Algebra (Math 1314)

  • Why Math 1314?

  • Who Enrolls in Math 1314?

  • Topics Covered?


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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.


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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

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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.


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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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