1 problem students are not successful in developmental math courses. students are not successful in...
TRANSCRIPT
![Page 1: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/1.jpg)
1
Problem
Students are not successful in developmental math courses.
Students are not successful in subsequent math courses.
Students don't know how to learn.
![Page 2: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/2.jpg)
2
Observations
■ Placement scores■ Completion, attrition rates■ Program requirements■ Student demographics■ Math in society and workplace
![Page 3: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/3.jpg)
3
Placement Scores in the past: MAT090 level: ~70 %MAT095 level: ~15%
----------Placement Scores Fall 2007:MAT090 level: ~55 %MAT095 level: ~30% 80% of 55% score < 40
![Page 4: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/4.jpg)
4
Data: Fall 2003 – Spring 2006
■ EnrollmentsMAT090 – 2nd highestMAT095 – 3rd highest
■ Success RatesMAT090 – 34% (lowest)MAT095 – 35% (2nd lowest)MAT195 – 61% (3rd lowest)
![Page 5: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/5.jpg)
5
![Page 6: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/6.jpg)
6
![Page 7: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/7.jpg)
7
Data: Fall 2001 – Summer 2006
~37%20%~43%MAT095~41%19%~40%MAT090
Do not continue
Repeat (may or may
not pass)
Pass first time
80% of MAT090 students■ CPT scores in the 20 - 40 range■ Skill level of grades 1- 4■ Success rate of 34%.
![Page 8: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/8.jpg)
8
■ Many programs had no “college level” math requirement
----------
■ Most programs now require two “college level” math courses
Program Requirements
![Page 9: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/9.jpg)
9
Student Demographics
■ Median age was about 26----------
■ Median age now about 20
![Page 10: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/10.jpg)
10
Math in Society and Workplace
■ Math formerly used by select few
----------
■ Math now required for entry to many fields■ Math literacy needed for informed citizens
![Page 11: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/11.jpg)
11
MAT090/MAT095“dead horse”
■ New vehicle required to meet today's needs
■ Goals of new sequence
■ 100% Math recommendations
![Page 12: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/12.jpg)
12
GOAL: Students learn math
■ Success in developmental math courses■ Success in subsequent college level math courses■ Quantitative reasoning outside the classroom
![Page 13: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/13.jpg)
13
Goal: Students learn how to learn
■ Generic study skills and learning strategies■ Math specific study skills and learning strategies■ Lifelong learning in the community and workplace
![Page 14: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/14.jpg)
14
100% Math Recommendations
■ More contact time
■ Student study skills and learning strategies
■ Instructional approaches
![Page 15: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/15.jpg)
15
New Sequence
■ MAT091–Fundamentals of Math■ MAT092–Prealgebra■ MAT094–Fundamentals of Algebra
![Page 16: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/16.jpg)
16
New Sequence
■ More instructional time for math content■ Time for study skills and math learning objectives■ Implementation of recommended best practices
![Page 17: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/17.jpg)
17
New SequenceData Collection
Instructors■ Classroom Practices Inventory Summer 2008 -> December 2008
Students ■ Successful Students Strategies Sept. Pretest -> Dec. Posttest
■ Exit Test Data Test format to be determined
![Page 18: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/18.jpg)
18
100% Math #15
… contact time should be sufficient to enable instructors to implement all aspects of effective instruction and active learning … including the integration of study skills into classroom activities.
![Page 19: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/19.jpg)
19
New Sequence – Math Content
■ Math content comparison: MAT090/095 <-> MAT091/092/094
■ Math content objectives: MAT091 MAT092 MAT094
![Page 20: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/20.jpg)
20
Math ContentDevelopmental ≠ Remedial
Developmental■ Build on concepts previously learned.■ Introduce and develop concepts never learned.■ Replace misconceptions.■ Prepare for future math.
![Page 21: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/21.jpg)
21
Math ContentMATHEMATICS LEARNING CUBE
DIMENSIONS
Cognitive
Representational
Content
Musser, G.L. and Burger, W.F. Mathematics for Elementary Teachers, Macmillan (1994).
![Page 22: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/22.jpg)
22
New Sequence – Successful Student Objectives
■ Generic study skills and learning strategies
■ Math specific study skills and learning strategies
![Page 23: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/23.jpg)
23
STUDENT PROFILE-COMPOSITE
![Page 24: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/24.jpg)
24
Math Success Objectives
STRANDS
SELF-AWARENESS personal strengths/weaknesses/attitudes
GENERIC STUDY SKILLS classroom, homework, test preparation
MATH LEARNING PROCESS math models and multiple representation, problem solving, math language
![Page 25: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/25.jpg)
25
MAT091/092/094Successful Student
Objectives
■ Study Skills ObjectivesSS1 – SS14
■ Math Learning ObjectivesML1 – ML11
![Page 26: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/26.jpg)
26
100% Math #6
Skills and understandings related to learning process should be integrated directly into course curriculum and classroom activities
![Page 27: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/27.jpg)
27
Portfolios
■ Portfolio Content
■ Portfolio Logistics
■ Portfolio Assessment
![Page 28: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/28.jpg)
28
Portfolio Content
■ 15 worksheet activities corresponding to objectives from 6 study skills areas
■ 3 worksheet activities corresponding to objectives from 3 math learning areas
■ 2 written reflections
![Page 29: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/29.jpg)
29
Portfolio Logistics■ Classroom file cabinet will contain student folders
■ Each student folder label will showcourse number, section number and student number
■ Each student folder will include the portfolio index page and completed worksheets collected over the semester
![Page 30: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/30.jpg)
30
Portfolio Assessment
Evaluating student work:
■ Worksheets graded by instructor
■ Portfolio weighted 5-15% of semester grade
![Page 31: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/31.jpg)
31
Portfolio AssessmentEvaluating portfolio process:
■ Portfolio Index Page for each student
■ Complete portfolio folder for randomly selected students
--- submitted to portfolio committee --- evaluated using portfolio rubric
![Page 32: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/32.jpg)
32
Materials – August 2008
■ Sample course policies■ Pretests – math objectives■ Pretest/posttest – success objectives■ Practice Final Exams■ Portfolio rubric■ Electronic versions of all materials
![Page 33: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/33.jpg)
33
100% Math #6
Skills and understandings related to learning process should be integrated directly into course curriculum and classroom activities
![Page 34: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/34.jpg)
34
Success Activities
Discussion Before Activity
■ Establish baseline■ Motivate■ Describe activity
![Page 35: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/35.jpg)
35
Success Activities
Three criteria
■ Introduce information■ Apply immediately to math context or individual needs■ Use multiple learning channels
![Page 36: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/36.jpg)
36
Success Activities
Discussion After Activity
■ Summarize information■ Describe how helpful■ Extend to other contexts
![Page 37: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/37.jpg)
37
100% Math #3
Adjust instructional approach to accommodate different learning styles
![Page 38: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/38.jpg)
38
Learning Styles
ReadingWritingVisualizingHearingSpeakingManipulating
![Page 39: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/39.jpg)
39
Learning Pyramid*Average
Retention Rateafter 24 Hours
5%
10%
20%
30%
50%
75%
90%
* National Training Laboratories of Bethel, Maine Sousa, David A. How the Brain Learns, NASSP (1995).
![Page 40: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/40.jpg)
40
100% Math #1
Instructors should incorporate active learning approaches into their classroom methodology. Students learn best by active involvement, so it is important to allow students the opportunity to do hands-on work in every class.
![Page 41: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/41.jpg)
41
Classroom Methodology
Classroom StructuresLecture/Whole Group Small Group
Individualized Self-paced
Instructional Approaches Active Learning
Multiple Learning Channels Multiple Representations
![Page 42: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/42.jpg)
42
Instructional Approaches ■ LEARN BY DOING (Active Learning)
Act Observe Interpret Connect Apply
■ LEARN THROUGH MULTIPLE LEARNING CHANNELS
Manipulate Visualize Hear Speak Read Write
■ LEARN THROUGH MULTIPLE REPRESENTATIONS
Use concrete models to understand abstract ideas
![Page 43: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/43.jpg)
43
Learn by DoingAction-Consequence-Reflection
■ Perform math actions on math
objects
■ Observe math consequences
■ Reflect on meaning
![Page 44: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/44.jpg)
44
Change in Mindset
introduce build show observe
explain explore
practice interpret
connect
apply
Replace … With …
![Page 45: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/45.jpg)
45
Learn through Multiple Representations
SEQUENTIAL PROCESSconcrete -> connecting -> abstract level levels level
example:REAL OBJECT--> VISUAL MODEL--> VERBAL DESCRIPTION--> SYMBOLIC FORM
![Page 46: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/46.jpg)
46
Models
Modelling and technology facilitate a deeper understanding of mathematics content.
Physical models -> -> Symbolic ModelsConcrete -> -> Abstract
![Page 47: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/47.jpg)
47
Models
■ Everyday objects■ Math manipulatives■ Diagrams/sketches■ Overhead manipulatives■ Smart Notebook objects■ Virtual models ■ Math models
![Page 48: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/48.jpg)
48
Math ModelsRule of Three:Geometric – Numeric – AlgebraicGraph - Table - Expression
Rule of Four:Geometric – Numeric – Verbal - AlgebraicGraph - Table - Words - Expression
Rule of Five:Concrete - Geometric – Numeric – Verbal – AlgebraicPhysical Object -Graph - Table – Words - Expression
![Page 49: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/49.jpg)
49
Math Language Structure
■ Elements words, symbols, diagrams, graphic devices■ Syntax conventions for combining elements
![Page 50: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/50.jpg)
50
thinking //// xx ---> idea of four xx
listening and speaking hearing "four" saying "four"
reading and writing reading four,4,
writing four,4,
Learning Math Language
8
2
3
3
m
m
8
2
3
3
m
m
![Page 51: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/51.jpg)
51
The Role of Technology
■ Create action/consequence scenarios
■ Ask good questions
■ Emphasize “sense” making
![Page 52: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/52.jpg)
52
Technology As a Learning Tool
User controls technology.User makes inquiries; technology responds.
--> User asks questions, makes conjecture | Software provides information <-- User verifies or modifies conjecture
Process repeats until ideas are clarified.
![Page 53: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/53.jpg)
53
Technology As a Learning Tool
Student is actively involved in the learning process
Visual Models for: concepts
symbolsrelationshipsalgorithmsformulas
![Page 54: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/54.jpg)
Course Policy■ Math content objectives■ Study skills and math learning objectives■ Portfolio content■ Tentative schedule■ Exit test■ Grading policy to include math content grade, portfolio grade, (5-15%) and final exam grade
![Page 55: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/55.jpg)
Summary
Classroom activities should integrate successful student strategies with math content objectives in order to implement all aspects of effective instruction and active learning.
![Page 56: 1 Problem Students are not successful in developmental math courses. Students are not successful in subsequent math courses. Students don't know how to](https://reader030.vdocuments.mx/reader030/viewer/2022013011/56649eff5503460f94c153dd/html5/thumbnails/56.jpg)
56
“Teaching is a long distance event. It is more than just today’s lesson, since students return tomorrow, the next day, and the next. ... Your teaching is influential. It shapes and influences what students know today, tomorrow, and in years to come.”
Skip Fennel NCTM Newsletter