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Prof. Cornell Grant & Dr. Amit Dave

Journey to Redesign of Developmental Mathematics at a Technical College. Prof. Cornell Grant & Dr. Amit Dave. Introduction. Can technology assist students in the classroom and could it be used effectively to improve student performance in a mathematics class? . Introduction.

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Prof. Cornell Grant & Dr. Amit Dave

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  1. Journey to Redesign of Developmental Mathematics at a Technical College Prof. Cornell Grant & Dr. Amit Dave

  2. Introduction Can technology assist students in the classroom and could it be used effectively to improve student performance in a mathematics class?

  3. Introduction Numerous studies document student understanding of mathematics concepts from using computer-based and computer-assisted software.

  4. Introduction Research and evaluation shows that technology tools for constructing artifacts, electronic information and communication resources support the development of higher-order thinking skills.

  5. Initial Recommendations Previous format should be persevered as much as possible. Students spend at least 2 hours a week in the Lab, Study Plan and/or Tutorial. A Pilot course should be investigated first. Modules should be used. (Modules 1-5 for Math 0098 and Modules 6 – 10 for Math 0099).

  6. Initial Recommendations Lectures, twice a week with tutorials/homework notebook/quizzes/Pre & Post tests, should be applied. If a student did not complete the modules the first term, they will be given the next term to gain additional materials to pass into Math1111,Math1127, Math1100 or Math1101

  7. Developmental Mathematics Class Procedures Get to know the background of the students in the first few weeks.

  8. Developmental Mathematics Class Procedures Primarily, students have developed “Mental Blocks” for math by parents, relatives or teachers. Encourage them to visit websites addressing Math Anxiety .

  9. Developmental Mathematics Class Procedures www.math.com/students/advice/anxiety.html www.time4learning.com/math-anxiety.html www.ixl.com/Math

  10. Developmental Mathematics Class Procedures Start the group off with things that they can conquer easily to build self-esteem and give them a solid foundation for further endeavors in math.

  11. Developmental Mathematics Class Procedures Additional support through my “RR” (Recovery Room) sessions where we review the concepts that each student have an issue with. We would go through the normal Q&A’s and have students solve problems related to their individual concerns using the whiteboard and the learning software provided from class. This is also done with peer tutoring. Students were also directed to our Learning Support Lab that consist of several Learning Coaches. Students must spend at least 20 hours in the lab.

  12. Developmental Mathematics Class Procedures Students would prepare themselves by reading, practicing techniques in solving different types of problems using concepts introduced in class, reviewing the tutorial software provided to reinforce what was discussed in class, forming study groups with their classmates and attending sessions of my “RR”(Recovery Room) and The Learning Support Lab.

  13. Sequence of MATH Courses COMPASS, ASSET, SAT, ACT, & GHSGT Diploma MATH1101 (MAT190) MATH1111 (MAT191) MATH1100 (MAT196) MATH1127 (MAT198) MATH1131 (MAT195) MATH1113 (MAT194) MATH1111 with “C” or Better MATH0099 COMPASS Pre-Algebra 27 - 29 COMPASS Algebra 28 - 36 ASSET ASN ≥ 32 ASSET AEA ≥ 36 ACT ≥ 15 Degree COMPASS Algebra Exit Exam MATH1013 MATH1011 (MAT111) MATH1012 (MAT100/101) MATH1113 with “C” or Better COMPASSAlgebra ≥ 28 ASSET AEA ≥ 36 ACT Math ≥ 17 COMPASS Pre-Algebra ≥ 27 ASSET ASN ≥ 32 ACT Math ≥ 15 COMPASS Pre-Algebra ≥ 27 ASSET ASN ≥ 32 ACT Math ≥ 15 MATH1015 (MAT104) or MATH1017 (MAT105) MATH0098 COMPASS Pre-Algebra 27 - 29 ASSET ASN ≥ 32 ACT Math ≥ 15 ADULT EDUCATION ADULT EDUCATION ADULT EDUCATION COMPASS Pre-Algebra ≤ 26 ASSET ASN < 31 COMPASS Pre-Algebra ≤ 26 ASSET ASN < 31 COMPASS Pre-Algebra ≤ 26 ASSET ASN < 31 COMPASS Algebra ≥ 37 ASSET AEA ≥ 41 ACT Math ≥ 19 SAT Math ≥ 440 COMPASS Algebra ≥ 37 ASSET AEA ≥ 41 ACT Math ≥ 19 SAT Math ≥ 440 COMPASS Algebra ≥ 37 ASSET AEA ≥ 41 ACT Math ≥ 19 SAT Math ≥ 440 COMPASS Algebra ≥ 37 ASSET AEA ≥ 41 ACT Math ≥ 19 SAT Math ≥ 440

  14. MODULES Mat0097/0098 Unit 1: Module 1 – Expressions PRETEST Lesson1. Variables and Expressions 2. Order of Operations 3. Open Sentences 4. Identity and Equality Properties 5. Distributive Property 6. Commutative and Associative Properties POST TEST

  15. Unit 2: Module 2 – Signed Numbers PRETEST Lesson1. Adding and Subtracting Integers 2. Adding and Subtracting Rational Numbers 3. Multiplying and Dividing Rational Numbers POST TEST

  16. POST TEST • Unit 3: Module 3 – Solving Equations • PRETEST • Lesson1. Solving Equations by Addition or Subtraction • 2. Solving Equations by Multiplication or • Division • 3. Solving Multi-Step Equations • 4. Solving Literal Equations/Formulas • 5. Direct & Inverse Variation • POST TEST

  17. PRETEST Lesson1. Solving Inequalities by Addition or Subtraction 2. Solving Inequalities by Multiplication or Division 3. Solving Multi-Step Inequalities 4. Solving Compound Inequalities POST TEST

  18. Unit 5: Module 5 – Relations and Functions PRETEST Lesson1. Coordinate Plane and Relations Lesson2. Graphing Functions Lesson3. Functions POST TEST

  19. Unit 6: Module 6 – Linear Equations in Two Variables PRETEST Lesson1. Slope Lesson2. Point-Slope and Standard Form Lesson3. X- and Y Intercepts Lesson4. Slope-Intercept Form Lesson5. Graphing Linear Equations/Inequalities POST TEST

  20. Unit 7: Module 7 – Polynomials PRETEST Lesson1. Multiplying/Dividing Monomials Lesson2. Scientific Notation Lesson3. Degree, Ascending, and Descending Order Lesson4. Adding and Subtraction Polynomials Lesson5. Multiplying Polynomials Lesson6. Special Products POST TEST

  21. Unit 8: Module 8 – Factoring Unit 9: Module 9 – Systems of Equations Unit 10: Module 10 – Radicals

  22. MATH0098/0099 Summary of Results A total of 464 students were enrolled in the class. The final results of the performance of Math0098/99 students for the Summer Semester of 2012 were as follows: Completed - 162 (34.91%) Didn’t Complete - 302 (65.09%).

  23. OBJECTIVES Develop mathematical relationships Make connections between mathematical concepts and the real world. Improve study skills Use the e-book, software and note taking to assist in the learning process. Understand their learning styles Read and follow directions

  24. Communicate mathematically Make use of symbols, diagrams, graphs and words reason logically. To form appropriate implications of those items. Communicate the process of finding and interpreting the meaning of solutions. Critical thinkers Use problem solving strategies. Analyze and develop plans for solving real world problems using logical reasoning to form a mathematical model to derive at a justified solution.

  25. During the semester there will be 8 MODULES which would include pre and posttests, several quizzes, homework assignments and class participation assignments (Tutorials/Study Plan/Lab Time). Modules 1 – 8 are required in order for any student to exit Math Learning Support. If a student scores 70% or moreon the pretest, they can skip the assigned homework and quizzes for that unit and proceed to take the posttest for that unit. If the posttest score is 70% or more, then they would move to the next Module. The student is required to keep a homework notebook and spend at least 2 hours a week in the Learning Support Lab and/or on the Study Plan. They will be weighted as follows:

  26. Math Learning Support Competency: Fall 2012 MODULE 1: Number Theory Signed Numbers Order of Operations Simplifying Algebraic Expressions Solving Linear Equations/Inequalities Algebra Word Problems

  27. MODULE 2: Graphing Techniques Linear Graphs, Slope and Applications MODULE 3: Operations on Polynomials MODULE 4: Factoring MODULE 5: Rational Expressions and Equations

  28. MODULE 6: Systems of Equations MODULE 7: Radical Expressions and Equations MODULE 8: Quadratic /Logarithmic Equations

  29. Evaluation Tests (5) -- 50% Quizzes -- 30% Homework --15% Technology (Tutorial time spent/Study Plan) -- 5%

  30. DO YOU RUN ANY COURSE REDESIGNS IN YOUR DEPARTMENT ? Yes No

  31. HAVE YOU TRIED COMBINING MATH0098 AND MATH0099 TOGETHER IN A ONE SEMESTER COURSE? Yes No

  32. ARE YOU HAPPY WITH YOUR REDESIGNS. ( IF YOU HAVE ANY ) Strongly Agree Agree Neutral Disagree Strongly Disagree

  33. DO YOU HAVE A COMMON FINAL OR SIMILAR COMMON ASSESSMENT TO ASSESS THE EFFECTIVENESS OF YOUR REDESIGN COMPARED TO ALL OTHER SECTIONS OF THE COURSE? Yes No

  34. YOUR COLLEGE IS MONETARILY SUPPORTIVE OF COURSE REDESIGNS. Strongly Agree Agree Neutral Disagree Strongly Disagree

  35. The End Questions

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