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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

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college algebra across texas survey results

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
Sample
  • 33 Community Colleges
  • 13 Universities
  • 72% Retention Rate
  • 69 % Completer Rate
college algebra math 1314
College Algebra (Math 1314)
  • Why Math 1314?
  • Who Enrolls in Math 1314?
  • Topics Covered?
box plots
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.
slide11

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
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.
conclusion18
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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