NADE 2013 - Math Redesign What Works for Us
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Powerpoint from presentation at NADE 2013 in Denver, CO
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NADE 2013 - Math Redesign What Works for Us
- 1. Most experts on technology utilization in the classroom agree with the maxim that pedagogy is more important than technology. No amount of technology will substitute for a poorly designed course. Hunter R. Boylan What Works: Research-Based Best Practices in Development Education (2002)
- 3. The Way it Was 2001 set up Academic Support Center Limited class size to 30 students. 3 credit M090 Introductory Algebra 4 credit M095 Intermediate Algebra 1050 students in program Used InterAct Math/MathXL Still frustrated with the results
- 4. Pictures
- 6. Frustrations • Some students were doing all the homework but they weren’t learning. • Some students didn’t complete the homework but took the test anyway and failed. • Life happened and students missed class and homework. They continued to fall further behind and eventually withdrew or failed the semester. • Students, who had seen the material before and thought they knew how to do it, didn’t take the class seriously at first and fell behind and couldn’t catch up. • Students who had good skills would answer all the questions and intimidate weaker students. • Attendance
- 7. What We Wanted….. Mastery Learning Retain the classroom environment Avoid repeating an entire semester Test out of material they already know Give students the opportunity to complete the developmental math series in one semester
- 9. Time Blocks Review & First Week of Classes Assessment Time Block 1 Time Block 2 15-Week Semester Time Block 3 Time Block 4 60-Minute Classes Final Exam Week Final Exam
- 10. Modules Module A Introductory Algebra Material Module Multiple B Entry Points Single Module Exit C Point Intermediate Algebra Material Module Module D E (Final Exam)
- 13. How We Use Technology • Best practices • Careful assignment design HW/Quiz/Test Due Dates • Limit attempts – problems/quizzes Difficulty • Personalized homework before quiz retakes • Disabled “Example Problem” • Pooling questions • Essay format to show work • Combine with paper/pencil homework & tests
- 14. What’s the Verdict? What do the numbers from our PILOT and our M098 say?
- 15. Traditional Piloted M098 Course Course Course 50% 64% 65% INTRODUCTORY ALG Pass Rates
- 16. Traditional Piloted M098 Course Course Course 70% 58% 70% INTERMEDIATE ALG Pass Rates
- 17. Traditional Piloted M098 Course Course Course 73% 88% 89% Final Exam Scores
- 18. Intro Alg Inter Alg Portion Portion (< 1 year) (< 1 semester) Traditional n/a n/a Pilot 35% 30% M098 46% 24% Early Completion Rates
- 19. What Happens Next? After 1 year, where are these students?
- 20. Intermed. Piloted M098 Algebra Course Course 67% 73%* 70% Persistence into College-Level Math
- 21. Intermediate Pilot/ Algebra M098 2009-2011 67% 69% 2011-2012 81% 81% Pass Rates in College-Level Math
- 22. Began In Intro Inter M098 Pass, Persist, Pass 19% 38% 38% Began in Dev. Math, Passed College-Level Math
Editor's Notes
- M090 Pilot 146/370 M095 Pilot 224/370 1 M090 classes & 2 M095 classes (during Pilot)
- 64.5% in M065 and M090 but 78.7% tested into Mod A
- Use as a learning aid, not as the mode of learning Pooling questions on quizzes
- 64% From Pearson White Paper 65% of students who would have enrolled in M090 pass at least A & B
- 58% 129/224 F09-S11 70% Make it all the way through in 1 semester (plus bonus); 1 semester only 66% What did we do to raise the pass rates? -> 70 – 79’s
- 065 85% 090 88% 095 91% Un 91.3%
- From Pearson White Paper
- Fall 2009 – Spring 12 Highest two semesters – S10 and F11 (changes & instructors) = 88% persistence
- Thought – College Algebra was re-tooled using unlimited quiz attempts, open book, open note non-proctored tests
- Using current 81% pass rate Assuming 090 = .50*1.0*.70*.67 Assuming 095 = .70*.67 Assuming 098 = .67*.70 WITH 090 students added in