Post on 16-Dec-2015
CAN WE SURVIVE DEVELOPMENTAL MATH REDESIGN?
Pellissippi State
Developmental
Studies
Mathematics
WHY REDESIGN?
Improve student success
Reduce time in DSP classes
Divide curriculum into modules
Incorporate software technology
Reduce CostsPSTCC is not a part of the Tennessee Board of Regents
NCAT/FIPSE Grant
WHY REDESIGN?
47% success rate in developmental math courses at PSTCC
Of those 47% who complete DSPM, 61% pass a college-level math course
SO LESS THAN 30% OF OUR STUDENTS WHO NEED DSPM EVER MAKE IT THROUGH THEIR REQUIRED MATH SEQUENCE
REDESIGN OPPORTUNITY
Critically examine current design
Consider alternatives to current design
Incorporate research conclusions
In order to help students who have not previously been successful in mathematics, faculty need to do more than teach the same mathematics again. (AMATYC Beyond Crossroads)
REDESIGN OPPORTUNITY
The purpose of learning is to enable an individual to collaborate in the construction of his or her own meaning rather than memorizing the “right” answer. http://www.funderstanding.com/constructivism.cfm
Student connections inside the classroom are crucial to student success. (FOE)
Students should be able to approach mathematics through contextual, concrete, and abstract situations; apply mathematical skills to solve problems; and be able to transfer their knowledge to new situations. (AMATYC Beyond Crossroads)
THE PILOT
Five instructors each taught 3 sections of developmental math using 3 different software packages (Academic Systems, Carnegie Learning, MyMathLab).
Classes met 3 hours a week in the computer lab.
No lectures
Committee chose Carnegie Learning software for full implementation.
CARNEGIE LEARNING
Meaningful applications
Multiple representations
Step-by-step feedback
Formative assessment
Mastery Learning
Students need to construct their own meaning and Carnegie Learning encourages that with:
MEANINGFUL APPLICATIONS( INTRO TO LINEAR EQUATIONS)
TRADITIONAL DESIGN
MULTIPLE REPRESENTATIONS
STEP-BY-STEP FEEDBACK
FORMATIVE ASSESSMENT
MASTERY LEARNING
THE REDESIGN
Old Model
Curriculum divided into 3 one-semester courses
Class met 3 hours a week in classroom
Lecture was primary delivery mode
New Model
Curriculum divided into 9 modules
Class meets 1 hour a week in regular classroom
Class meets 1 hour a week in lab classroom
Students spend at least 2 hours a week in Math Center
Carnegie Learning is primary delivery mode
THE ONLY THING THAT STAYED THE SAME WAS THE STATE OBJECTIVES.
Well, we also
kept the
graphing
calculator.
PLACEMENT
Appropriate student placement is crucial for developing positive attitudes and maximizing success. (AMATYC Beyond Crossroads)
Previous placement based on math ACT score below 19.
New ACT benchmark for math is 22.
Benchmark score predicts a 50% chance of obtaining B or higher, 75% chance of obtaining C or higher in college math course.
PLACEMENT REDESIGN
Confirmation Test developed by PSTCC faculty
Confirmation Test questions based on course objectives and modules
Students placed in starting module
PLACEMENT REDESIGN
WHERE TO START REDESIGNING A COURSE
At the END
STUDENT MASTERY REDESIGN
Standards based curriculum where the focus is mastery of objectives.
Carnegie Learning incorporates formative assessment at each key stroke and targets learning gaps.
Exams carefully tied to objectives.
TEST REDESIGN: LINEAR EQUATIONS
Traditional
Solve numerically :
3x – 14 = 4x -17
Solve graphically :
2(x + 6) = x + 8
Solve algebraically
3(2x – 3) = 5x + 20
Redesign
Ann works as a server at a restaurant that caters to large parties and groups. The restaurant policy requires that customers pay a gratuity (tip) in addition to the cost of the food. Ann’s earnings include $25 a day for her shift plus 10% of all food sales to her customers that she serves.
3c) What are Ann’s daily earnings if the total food sales to her customers is $2500?
3d) What are Ann’s earnings for the day if she goes to work but there are no customers at her tables?
3e) What are Ann’s food sales to her customers if she earns $100 one day?
3f) What does Ann need to average in food sales per day to make $130 a day?
STUDENT MASTERY REDESIGN
80% mastery required on each module test.
Retesting required for students who score < 80%.
Testing Center used for testing.
CLASSROOM
Current research strongly suggests that college students are generally active, sensing, visual, sequential learners.
Therefore, the learning style of today’s student is often incompatible with the lecture delivery mode.
Learning Styles Lecture Characteristics
67% Active 32% Reflective (Passive)
57% Sensing 42% Intuitive
69% Visual 30% Verbal
28% Global 71% Sequential
CLASSROOM REDESIGN
Take away the option for students to be passive.
Students must take more responsibility for their own learning.
Give students the opportunity to teach each other.
Force students to “do” the work in class.
CLASSROOM REDESIGN
Students must spend time “doing mathematics” to complete each module using Carnegie Learning.
Students start each module with a learning style activity.
Concepts are introduced and taught within meaningful applications.
“I don’t need help with the word problems, only the other stuff.”
LEARNING STYLE ACTIVITY
DSPM 0890Module 2Learning Style Activity
A Verizon cell phone customer was planning a trip to Canada. He had an unlimited voice and data plan in the United States, but he called Verizon to find out the cost of data usage on his cell phone while in Canada. He was quoted a price of 0.002 cents per kilobyte. He was surprised enough at this low price to have Verizon confirm the quotation and make a note of it in his account. While on his trip, the customer accumulated 35,893 kilobytes of data usage. Later, he received a bill for $71.79, which meant he was actually charged $0.002 per kilobyte. The bill did not match the quoted price, so the customer called Verizon to straighten out the matter.
Listen to the phone call to Verizon at http://verizonmath.blogspot.com/2006/12/verizon-doesnt-know-dollars-from-cents.html (click for Audio)
On paper, write the clearest explanation you possibly can, one that the Verizon customer could use to show the difference between 0.002 cents and $0.002. In your explanation, show how Verizon should have computed the bill and what the correct bill amount should be.
CLASSROOM REDESIGN
Software and graphing calculator instruction
Lessons on order of operations, number sense, interpreting graphs, proportional reasoning, rate of change, functions, and modeling using multiple representations
Use of algebra tiles and CBR
Time Management, Testing Anxiety, and Financial Aid Information
Some activities are appropriate for students in all 9 modules, and others are for students in specific modules. All are designed for small group use.
CLASSROOM ACTIVITY
Match the organisms shown in the picture with the points on the number of legs versus size graph.
CLASSROOM ACTIVITY
Distance/ Time Plots:
Travel graphs are created when distance is plotted against time. Shown below are four travel graphs where time is on the horizontal axis and distance is on the vertical axis. Can you match the graphs to the descriptions?
LAB CLASSROOM REDESIGN
Students work on module and Carnegie Learning assignments during lab classroom time.
Instructors circulate and work with individuals or small groups of students.
Tutors and instructors available in the Math Center.
Students help classmates.
CLASSROOM REDESIGN
Students working
in the Pellissippi
Math Center.
CLASSROOM REDESIGN
Faculty training necessary
Role of instructor changed: Learning is a partnership/more personal
relationship with students
Filling in the gaps/Intervening early
Making the connections/giving the big pictur
STUDENT RESPONSIBILITY
Complete each module in 4 weeks or less
Follow the module schedule
Spend 2 hours per week in the Math Center
Plan time outside of class time to take test
MODULE SCHEDULE
Module 4: Linear EquationsModule ScheduleWeek One Dates: ____________________ Complete one Learning Style Activity from the given choices_____ Carnegie Unit 1: Pretest_____ Carnegie Unit 2: Linear Patterns_____ Carnegie Unit 3: Linear Models and Independent Variables_____ Carnegie Unit 4: Linear Models and Ratios_____ Carnegie Unit 5: Linear Models and First Quadrant GraphsWeek Two Dates: ____________________ Carnegie Unit 6: Two-Step Linear Equations_____ Carnegie Unit 7: Linear Equations with Similar Terms_____ Carnegie Unit 8: Linear Equations and the Distributive Property_____ Carnegie Unit 9: Linear Models and the Distributive PropertyWeek Three Dates: ____________________ Carnegie Unit 10: Linear Equations with Variables on Both Sides_____ Carnegie Unit 11: Literal Equations_____ Carnegie Unit 12: Linear Inequalities_____ Carnegie Unit 13: Absolute Value Equations and InequalitiesWeek Four Dates: ____________________ Complete the Module 4 Review #1_____ Review Carnegie Learning Units as needed_____ Take the Module 4 Exam
STUDENT RESPONSIBILITY
Deadlines with consequences/rewards
Weekly reports
Testing Center availability
WEEKLY PROGRESS REPORT
PRELIMINARY RESULTS
06F-07S 07F-08S 08F-09S
No DSPM 72.25% 72.95% 73.55%
DSPM 69.87% 70.57% 76.58%
Retention Rates
PRELIMINARY RESULTS
60% of students made progress and completed at least one module.
32% of students completed at least three modules.
85% of developmental math students in the redesign pilot were successful in college-level math course.
FUTURE REDESIGN
Develop more classroom activities, learning style activities, and test forms
Provide effective faculty training
Improve A-C Success Rates
Track success rate of developmental students in college math courses
CAN WE SURVIVE REDESIGN?
YES! We have what we are working to give our students:
We are life-long learners
We work well as a team
We have a strong work ethic
We are problem-solvers
We can apply what we know