College Algebra Across TexasSurvey Results

1 / 18

# College Algebra Across TexasSurvey Results - PowerPoint PPT Presentation

College Algebra Across Texas—Survey Results. G. Donald Allen – Texas A&amp;M University Linda Reichwein Zientek – Blinn College Mel Griffin – Texas A&amp;M University Gloria White – Charles A. Dana Center Paula A. Wilhite – Northeast Texas Community College. Sample. 33 Community Colleges

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

## PowerPoint Slideshow about 'College Algebra Across TexasSurvey Results' - Pat_Xavi

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

### 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.