Developmental Mathematics and the Workshop

PresentedNADE in Greensboro, NC

February 26, 2009by

Heather Allen, Ed.D. ABD and Pamela S. Webster, Ed.D.

What is Developmental Mathematics at Texas A&M University– Commerce??

Intermediate Algebra is a developmental (non-credit) mathematics course prior to College Algebra.

Students are placed into Intermediate Algebra based on their THEA (TASP), TAKS, or SAT/ACT scores.

Students are allowed to “test out” of Intermediate Algebra by using Compass, Accuplacer, etc.

Once students are in the course (past the 12th class day), they are not allowed to drop the course unless they are withdrawing from school.

All Intermediate Algebra students are required to attend a workshop that is directly tied to their section of Intermediate Algebra and their instructor.

Background for workshops

Several programs have implemented “academic interventions” in their developmental education programs.

Abilene Christian University presented their model at MAA two years ago.

Some schools include lab-type settings or workshops (both mandatory and non-mandatory) in an effort to assist students at being successful.

What about OUR workshops?

Workshops are based on the Supplemental Instruction model.

A study group mentality is utilized with students actively engaged on the board.

Brain storming is done to assist students with organizing material.

Strategies from Supplemental Instruction are used in the workshops by the leaders to assist students in the course with study skills.

Problems are provided to students which are similar to problems on their homework.

Test Reviews are worked out with all students participating and vocalizing their thoughts and processes.

What about our leaders?

Undergraduate students lead the workshops as student-centered study groups.

Many of our workshop leaders are upper level education and math education majors.

The only requirements for becoming a leader are that the student has passed College Algebra and has a high GPA.

Prospective leaders must go through an interview process.

Our institution has supported us to the extent that we are able to pay $10 an hour.

We have weekly training meetings to support the workshop leaders in their responsibilities. These are run in a similar way to their workshops.

Who are our developmental math students?

Math Skills Beginning Algebra

Intermediate Algebra (repeaters)

Other n.r.

Fall 2006 1% 30% 46% 23% 0%

Spring 2007 4% 53% 30% 10% 13%

Fall 2007 5% 13% 7% 5% 70%

Spring 2008 6% 51% 27% 5% 11%

Fall 2008 4% 13% 15% 5% 63%

What resources do our students utilize for assistance?

Workshops Math Skills Center

Mach III/TRIO

Instructor Tutor/Students none n.r.

Spring 2006

50% 15% 7% 7% 4% 0% 17%

Fall 2006

35% 12% 4% 24% 17% 8% 0%

Spring 2007

31% 17% 3% 26% 19% 3% 1%

Fall 2007

38% 11% 2% 23% 20% 4% 2%

Spring 2008

34% 9% 6% 24% 22% 2% 2%

Fall 2008

38% 11% 3% 24% 20% 4% <1%

What about the attenders?

We have a wide array of scores for students who attend.

We cannot say that attending workshop will result in a passing grade.

There are many situations that lead to these scores, as you might imagine.

Students must still work on math on their own time, putting in the time and effort to complete homework, go to the math lab, and concrete concepts for themselves.

Supplemental Instruction Model

Targets college courses that are historically difficult.

Historically NOT used in developmental courses.

Research shows that Supplemental Instruction participants average one-half to a full letter grade higher than non-participants.

Theoretical Background

Behavioral learning theory – behavior is based on positive reinforcement; emphasis on cause and effect relationships; modeling is important

Cognitive development theory – mental structures develop gradually as learning is constructed through organization and integration of new information and experiences

Social Interdependence theory – knowledge is actively built by learners, working together cooperatively and interdependently

Interpretive/Critical Theory – Good pedagogy empowers learner to take control of their own learning processes.

Workshop Benefits to Students

Acquire short-term and long-term study skills

Learn how to organize class materials Receive higher mean course grades Feel more comfortable participating

in class due to active learning in workshop

BECOME INDEPENDENT LEARNERS!!

Workshop Benefits for Faculty/Institution

Improve student interactions in class Increased student success in

continuation/sequence courses Higher graduation rates Raise the learning bar Create a sense of community Bridge the gap between student ability

levels

Workshop Benefits for leaders

Strengthens the leaders’ understanding of mathematics

Provides an opportunity for education majors to experience being in front of a group of students on a regular basis

We have made a concerted effort to be certain that workshop leaders know each other and are comfortable talking to one another in our weekly meetings. (Ice breakers, etc.)

Once they are comfortable with each other, they create their own cohort and become a community of learners.

What do our students think about the workshops?

We have given our students anonymous surveys each semester of the workshop.

We have analyzed their responses for the semesters since Spring 2006.

In general, the student responses are positive and often contain helpful suggestions.

We have “tweaked” our program to accommodate for some suggestions.

Student Responses

Overall, the workshops have helped deepen my understanding of math.

Semester StronglyAgree

Agree Somewhat

DisagreeSomewhat

Strongly Disagree

n.r.

Spring 2006 44 77 19 13 8

27% 48% 12% 8% 5%

Fall 2006 45 107 31 20 0

22% 53% 15% 10% 0%

Spring 2007 29 68 19 10 21

20% 46% 13% 7% 14%

Student Responses

Overall, the workshops have helped deepen my understanding of math.

Semester StronglyAgree

Agree Somewhat

DisagreeSomewhat

Strongly Disagree

n.r.

Fall 2007 85 104 15 17 0

38% 47% 7% 8% 0%

Spring 2008 61 48 15 4 1

47% 37% 12% 3% <1%

Fall 2008 100 56 10 5 0

59% 33% 6% 3% 0%

Student Responses

Instructor StronglyAgree

Agree Somewhat

DisagreeSomewhat

Strongly Disagree

n.r.

Spring 2006 40 71 25 16 8

25% 44% 16% 10% 5%

Fall 2006 51 93 34 25 0

25% 46% 17% 12% 0%S

Spring 2007 36 50 31 9 21

25% 34% 21% 6% 14%

Overall, the workshops have helped make me more confident when doing math problems.

Student Responses

Instructor StronglyAgree

Agree Somewhat

DisagreeSomewhat

Strongly Disagree

n.r.

Fall 2007 86 89 24 22 0

39% 40% 11% 10% 0%

Spring 2008 59 45 14 11 2

45% 34% 11% 8% 1%

Fall 2008 102 48 13 8 0

60% 28% 8% 5% 0%

Overall, the workshops have helped make me more confident when doing math problems.

Student ResponsesSpring 2006 Survey

Gives more practice time. Reinforces material taught in class. Gets better understanding and builds

confidence. One-on-one help from workshop leaders

and your peers. Ask more questions.

What are the benefits of the workshop experience?

Student ResponsesFall 2006 Survey

Extra practice. One-on-one help and personal attention. Get assignments and homework

completed.

What are the benefits of the workshop experience?

Student ResponsesSpring 2007 Survey

Practice on homework problems and test preparation

Working with peers Individualized help Slower paced

What are the benefits of the workshop experience?

Student ResponsesFall 2007 Survey

Small group setting One-on-one Peer interaction Helping with understanding of content Extra practice

What are the benefits of the workshop experience?

Student ResponsesSpring 2008 Survey

One-on-one help from peers Extra review before class Promotes better understanding outside

class Safe environment for questions

What are the benefits of the workshop experience?

131 Pass Rates since the inception of the workshops

Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008Before

WorkshopsPilot

Pass Rate 46.0% 57.0% 55.0% 58.0% 64.0%

% change from year to

year 11.0% -2.0% 3.0% 6.0%

Over the four-year period (beginning with the pilot semester Fall 2005), the Fall pass rates improved 18% and the Spring pass rates improved 11.5%.

131 Pass Rates since the inception of the workshops

Spring 2005 Spring 2006 Spring 2007 Spring 2008Before

workshops

Pass Rates 41.0% 49.0% 49.0% 52.5%

% change year to year 8.0% 0.0% 3.5%

Over the four-year period (beginning with the pilot semester Fall 2005), the Fall pass rates improved 18% and the Spring pass rates improved 11.5%.

SI Leader Training Frequency of Training Depth of Training Modeling Best Practices Modeling Strategies “Homework” for SI Leaders

Journal Readings Studying SI Programs at other Schools Role Playing Activities

Qualities of the program that are attributed to the success include:

Faculty Support/Buy-In Administrative Support

Financially Politically (Scheduling, etc.) Statistics

Success breeds success; program became “rooted” into academic routine for developmental math students

Qualities of the program that are attributed to the success include:

Conclusions

We believe we have a good program under development.

We believe our workshops are helping the Intermediate Algebra students as well as the workshop leaders to become better students in ALL of their classes, not just math.

Although students DO complain about being submersed in math for 6 hours each week, they seem to understand the workshops are helping them.