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Prof. Cornell Grant &

Dr. Amit Dave

Journey to Redesign of

Developmental Mathematics at

a Technical College

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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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Numerous studies document student understanding of

mathematics concepts from using computer-based and

computer-assisted software.

Introduction

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Research and evaluation shows that technology tools

for constructing artifacts, electronic information and communication resources

support the development of higher-order thinking skills.

Introduction

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• 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).

Initial Recommendations

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• 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

Initial Recommendations

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Get to know the background of the

students in the first few weeks.

Developmental Mathematics Class

Procedures

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Developmental Mathematics Class

ProceduresPrimarily, students have developed “Mental Blocks”

for math by parents, relatives or teachers.

Encourage them to visit websites addressing Math

Anxiety .

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Developmental Mathematics Class

Procedureswww.math.com/students/advice/

anxiety.html

www.ixl.com/Math

www.time4learning.com/math-anxiety.html

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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.

Developmental Mathematics Class

Procedures

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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.

Developmental Mathematics Class

Procedures

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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.

Developmental Mathematics Class

Procedures

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Sequence of MATH CoursesCOMPASS, ASSET, SAT, ACT, & GHSGT

DiplomaMATH1013

COMPASSAlgebra ≥ 28ASSET AEA ≥ 36ACT Math ≥ 17

MATH1012(MAT100/101)

COMPASS Pre-Algebra ≥ 27ASSET ASN ≥ 32ACT Math ≥ 15

MATH1015(MAT104)

orMATH1017(MAT105)

COMPASS Algebra Exit Exam

MATH0098COMPASS Pre-Algebra 27 - 29

ASSET ASN ≥ 32ACT Math ≥ 15

MATH1011(MAT111)

COMPASS Pre-Algebra ≥ 27ASSET ASN ≥ 32ACT Math ≥ 15

COMPASS Pre-Algebra ≤ 26ASSET ASN < 31

ADULT EDUCATION

COMPASS Pre-Algebra ≤ 26ASSET ASN < 31

ADULT EDUCATION

Degree

MATH1127(MAT198)

MATH1101(MAT190)

MATH1100(MAT196)

MATH1111(MAT191)

COMPASS Algebra ≥ 37ASSET AEA ≥ 41ACT Math ≥ 19SAT Math ≥ 440

COMPASS Algebra ≥ 37ASSET AEA ≥ 41ACT Math ≥ 19SAT Math ≥ 440

COMPASS Algebra ≥ 37ASSET AEA ≥ 41ACT Math ≥ 19SAT Math ≥ 440

COMPASS Algebra ≥ 37ASSET AEA ≥ 41ACT Math ≥ 19SAT Math ≥ 440

MATH1113(MAT194)

MATH1111 with “C” or Better

MATH1131(MAT195)

MATH1113 with “C” or Better

MATH0099COMPASS Pre-Algebra 27 - 29

COMPASS Algebra 28 - 36ASSET ASN ≥ 32 ASSET AEA ≥ 36

ACT ≥ 15

COMPASS Pre-Algebra ≤ 26ASSET ASN < 31

ADULT EDUCATION

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Mat0097/0098Unit 1: Module 1 – ExpressionsPRETEST 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

MODULES

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Unit 2: Module 2 – Signed NumbersPRETEST Lesson1. Adding and Subtracting Integers 2. Adding and Subtracting Rational Numbers 3. Multiplying and Dividing Rational NumbersPOST TEST

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POST TESTUnit 3: Module 3 – Solving EquationsPRETEST 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 VariationPOST TEST

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

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Unit 5: Module 5 – Relations and FunctionsPRETEST Lesson1. Coordinate Plane and Relations Lesson2. Graphing Functions Lesson3. FunctionsPOST TEST

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

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

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Unit 8: Module 8 – FactoringUnit 9: Module 9 – Systems of EquationsUnit 10: Module 10 – Radicals

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The final results of the performance of Math0098/99 students for the Summer Semester of 2012 were as follows:

MATH0098/0099Summary of Results

A total of 464 students were enrolled in the class.

Completed - 162 (34.91%) Didn’t Complete - 302 (65.09%).

A - 34 (7.33%) B – 108 (23.28%) C –20 (4.31%) D - 5 (1.08%)

F – 30 (6.47%)

IP - 176 (37.93%)W91 (19.61%)

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A B C D F IP W0

5

10

15

20

25

30

35

40

7.33

23.28

4.311.08

6.47

37.93

19.61

Math 0099Summer 2012 grades

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Develop mathematical relationships Make connections between mathematical concepts and the real world.Improve study skillsUse the e-book, software and note taking to assist in the learning process.Understand their learning stylesRead and follow directions

OBJECTIVES

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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 thinkersUse 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.

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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 more on 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:

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MODULE 1:Number TheorySigned NumbersOrder of Operations Simplifying Algebraic ExpressionsSolving Linear Equations/InequalitiesAlgebra Word Problems

Math Learning Support

Competency: Fall 2012

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MODULE 2:Graphing TechniquesLinear Graphs, Slope and ApplicationsMODULE 3:Operations on PolynomialsMODULE 4:FactoringMODULE 5:Rational Expressions and Equations

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

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

Evaluation

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A* B* C* D* F* W Total %

0

20

40

60

80

100

120

11

30

9 10

32

8

100

Math 0099 GradesFall 2012

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DO YOU RUN ANY COURSE REDESIGNS IN YOUR DEPARTMENT ?

1. Yes2. No

1 2

0%0%

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HAVE YOU TRIED COMBINING MATH0098 AND MATH0099 TOGETHER

IN A ONE SEMESTER COURSE?

1.Yes2.No

1 2

0%0%

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ARE YOU HAPPY WITH YOUR REDESIGNS. ( IF YOU HAVE

ANY )

1. Strongly Agree2. Agree3. Neutral4. Disagree5. Strongly Disagree

1 2 3 4 5

0% 0% 0%0%0%

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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?

1.Yes2.No

1 2

0%0%

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YOUR COLLEGE IS MONETARILY SUPPORTIVE OF COURSE

REDESIGNS.

1. Strongly Agree

2. Agree3. Neutral4. Disagree5. Strongly

Disagree1 2 3 4 5

0% 0% 0%0%0%

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THE END