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Transition to College-Level Math in 20 Minutes. Chuck Collins Dept. of Mathematics Univ. of Tennessee. What’s Important?. How do they get here? Transition? What did UT do? What did I say? How did it go? What can K-12 teachers do? What else would I do. How do they get here?.

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transition to college level math in 20 minutes

Transition to College-Level Math in 20 Minutes

Chuck Collins

Dept. of Mathematics

Univ. of Tennessee

TMTA

what s important
What’s Important?
  • How do they get here?
  • Transition?
  • What did UT do?
  • What did I say?
  • How did it go?
  • What can K-12 teachers do?
  • What else would I do

TMTA

how do they get here
How do they get here?
  • 3 or 4 Years of HS Math
  • General Education = 2 Math Courses
  • First Math Course at UT
    • Placement during orientation
    • Placement + Major + Advisor = 1st Course
    • 14 Options (3 Main Tracks)
  • Pump, not Filter

TMTA

transition ut
Transition? (UT)
  • Only 82% of first-year students return for second year
  • Some of the culprits (2005-06)
    • College Algebra (1324) 42% fail
    • Precalculus (561) 30% fail
    • Business Calculus (1220) 25% fail
    • Math. Reasoning (647) 36% fail

TMTA

transition math
Transition? (Math)
  • “I can’t pass them if they don’t show up or do any work.” – A. Lecturer
  • For a 3 credit course most spend ≤6 hours on the course, some ≤3
  • 10-20% don’t finish the course
  • Difficulties are not dealt with by students

TMTA

what can ut do
What can UT do?
  • Light the Torch – new program @ UT for academic orientation
  • 20 minute success sessions on first-year courses
  • Aims:
    • Improve success rates
    • Create an academic climate

TMTA

how did it go
How did it go?
  • New + competing events = low turnout
  • However…
    • marks a beginning focus on academics
    • students and faculty thinking and talking about expectations and success
    • next year will be better

TMTA

what can k 12 teachers do
What can K-12 teachers do?
  • Talk about the transition (encourage)
  • Help students become self-evaluators
  • Practice with concept and process driven evaluations
  • Help them ‘own’ the material
  • Increase student responsibility

TMTA

what else can we do
What else can we do?
  • Engage faculty
  • Add transition training to first year courses
  • Communicate expectations early & often

TMTA