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Ignite AMATYC 2012 Second Half
The document discusses challenges with developmental math remediation and strategies to address them through partnerships between high schools and colleges. It notes high percentages of students placing into remedial math courses, increasing time and costs to complete programs. The author advocates for diagnostic testing of students in their junior year of high school, targeted remediation in senior year, and a pilot program to study the results of the partnership approach.
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Ignite AMATYC 2012 Second Half
- 2. Reducing Remediation Through Partnerships Ted Koukounas Academic Chair, Mathematics and Science Associate Professor of Mathematics
- 3. Remedial Mathematics at SCCC ๏ Two Remedial Mathematics Levels ๏ Pre-Algebra ๏ Algebra I ๏ High percentage of High School students place in at least one of these courses. ๏ Increase the time needed to complete their program ๏ Increase likelihood of attrition
- 4. Developmental Course Facts Pre-Algebra Algebra I Equivalent to 7th - 8th Grade Math in NY Equivalent to 9th - 10th Grade Math in NY No Calculators Same concerns as Pre-Algebra + Students frustrated More abstraction Faculty frustrated More formulas Resources are depleted More understanding Full time teaching load More critical thinking Coordination More linear and quadratic equation Release time More graphing Assessment More of “solve for x”
- 5. College Placement Tests ๏ Inconsistent ๏ Only a few major exams for such a big decision - CPT, ACT, etc. ๏ Non -Standard definition of Remedial Mathematics and Non-Standard Placement Policies ๏ “Instantaneous” placement that does not necessarily reflect TRUE knowledge
- 6. CPT/ SAT/ Regents ๏ Piecewise function to Placing Students ๏ Placement is “Okay” at Best ๏ Local IE office for current data ๏ More discussion ๏ Another presentation
- 7. CPT Placement atSCCC Combined CPT Developmental Course Mathematics Course Level Arithmetic/Algebra Score <99 Pre-Algebra Developmental 100-134 Algebra I Developmental >134 Varied as per program College Credit-Bearing requirements * Students with an 80 or greater on any Regents should not be placed into Pre-Algebra
- 8. Developmental Math Placement atSCCC Semester N Percent Fall 2006 5280 41.9% Fall 2007 5394 44.2% Fall 2008 5864 47.2% Fall 2009 6548 52.6% Fall 2010 6908 50.9% Fall 2011 6721 53.1%
- 9. Why so muchremediation? ๏ Lack of Knowledge ๏ Lack of Preparedness ๏ Time Lapse ๏ Testing and Advising ๏ Lack of student emphasis - Testing unreliable ๏ Poor Coordination between HS and College regarding shared expectations
- 10. What can wedo to help students? ๏ Students, teachers, and high school administrators need to know what happens to their students upon HS graduation ๏ Inform the discussion ๏ Work collectively ๏ Better Alignment ๏ SUNY- State University of New York Taskforce for Remediation
- 11. HS/ College Partnerships ๏ Encourage the discussion ๏ No Finger Pointing ๏ Mutual Benefits ๏ Curriculum Based ๏ Guidance Counseling ๏ Local Support Necessary ๏ Everyone Wins!
- 12. College Commitment ๏ Resources ๏ Honesty and Transparency ๏ Follow Through ๏ Support - Time - Fiscal - Programmatic
- 13. HS Responsibilities ๏ Receptive to discussions ๏ Respond to action ๏ Inform parents ๏ Programmatic requirements ๏ Fiscal support
- 14. Remediation Pilot ๏ Substantive meetings - Make contact with the right personnel ๏ Share mutual information - Honest comparisons - Shared expectations - State goals ๏ Identify student deficiencies ๏ Develop a remediation plan for students prior to college application
- 15. College Responsibilities ๏ Up to date Institutional Data ๏ FERPA Compliance ๏ Confidentiality ๏ Resources
- 16. Process Begins ๏ Students requiring remediation identified in their junior year by an SCCC developed and HS administered Diagnostic Exam ๏ If needed, students remediate at HS with the SCCC recommended curriculum during their senior year ๏ CPT testing occurs after the remediation process ๏ Review Pilot Results and make adjustments as necessary
- 17. Three-year study Semester Remedial Fall 2010 66.7% Fall 2011 45.6% Fall 2012 31.1%
- 18. Who Benefits ๏ Students ๏ High School ๏ College ๏ Math Chairs and Deans ๏ Faculty
- 19. Constraints ๏ Not much is being done ๏ Everyone is interested ๏ Too much testing ๏ Bottlenecking of resources ๏ Faculty feel stretched - PARCC - Math Regents - Performance expectations
- 20. SUNY Remediation Task Force ๏ Reduce Remediation SUNY-wide ๏ Inform Discussion ๏ Make Recommendations - A Stronger Education Pipeline that Reduces the Need for Developmental Education - Stronger Remediation Practices - More Effective State Funding Policy
- 21. Thank You! ๏ Continue the Discussion ๏ Discuss options for helping local school districts deal with remediation at HS ๏ Familiarize yourself with the data from your constituents ๏ Contact me for more details ๏ Ted Koukounas, koukout@sunysuffolk.edu 631-548-2670
- 23. Flipping a Developmental Math Classwith OER (Open Educational Resources) David Lippman Pierce College, Lakewood, WA
- 24. Semi-flipped http://www.flickr.com/photos/briandewitt/553384683 CC-BY-NC-ND http://www.flickr.com/photos/en321/5120100 CC-BY-NC-ND
- 25. It began withOER Beginning & Intermediate Algebra Tyler Wallace $25 print, free online
- 26.
- 27. Traditional 0 Answer HW 10 Lecture Concept In Class 20 30 Lecture Examples 40 50 Practice in class Review / Study 60 70 Practice at home Out of Class 80 90 100 110 120
- 28. Traditional Semi-flipped 0 Answer HW Answer HW 10 Lecture Concept In Class 20 Practice in class 30 Lecture Examples & Activities 40 Practice in class Lecture Concept 50 Review / Study 60 Practice at home Video Examples 70 Out of Class 80 Practice at home 90 100 110 120 Review / Study
- 29. Semi-flipped Develop core concepts Answer HW Practice in class Discovery activities & Activities Contextual activities Lecture Concept Video Examples Individual practice & assistance Practice at home Review / Study
- 30. Semi-flipped Answer HW Practice in class & Activities Semi Individualized: Lecture Concept Skip if they know it Video Examples Rewatch if they need to Practice at home Review / Study
- 32. Planting a garden Cost for a Bushes: $3 per foot 5 ft by 5 ft garden? 8 ft by 8 ft garden? n ft by n ft garden? Flowers: Soil: $4 per $2 per foot square foot
- 33.
- 34. Q: Bob has$10,000 invested in two accounts, one paying 4% interest and the other paying 6% interest. He earned $520 interest last year. How much does he have invested in each account? A: Read your statements, Bob!
- 35. Q: Bob isretiring with $1 million. He can invest in a safe CD earning 1%, or a riskier bond account earning 4%. He wants to live on interest, and needs $30,000 a year to live on. What’s the minimum he needs to invest in the bond account?
- 36. OER makes iteasier!
- 37.
- 38. How many toycars are there? http://www.flickr.com/photos/53380495@N02/4993931189/in/photostream/
- 39. How many toycars are there? Seriously, that’s all you give them at first http://www.flickr.com/photos/53380495@N02/4993931189/in/photostream/
- 41. In 2007, thecarbon dioxide concentration in the air was about 382 ppm (parts per million). By 2011, the concentration had increased to 390 ppm. If the concentration continue to grow linearly, a) Write an equation of a line that describes the concentration, C, of carbon dioxide t years after 2007. b) If this trend continues, when will the carbon dioxide concentration reach 410 ppm? The function s(t) = 3(t – 8)2 + 297 gives the approximate spending (in billions of dollars) by the US Dept of Defense t years after 1990. a) Find the approximate spending in 2004 b) Find the year(s) in which spending was $309 billion.
- 42. One class =$5,000 savings
- 44. What Not todo in a Developmental Math Redesign Erin Cooke Gwinnett Technical College, GA
- 45. “Redesign is self-paced…” ๏ Students hear “Nothing has to be done today!” ๏ Students make everything with a due date (and some without) a higher priority
- 46. Results ๏ Students save most of the work until the last few weeks of the semester ๏ Some miracles will happen - students will do 12 weeks of work in 3 weeks ๏ Many students do not complete the course
- 47. Instead… ๏ Have a pacing guide with due dates ๏ Give students due date sheets they fill in ๏ Give a penalty for missing due dates ๏ Remind students that they can work ahead and cheer them on!
- 48. “The instructors areon the same page - I sent the email.” ๏ No, really, they are not ๏ Just because an email has “everything” the instructors needed does not mean they are trained ๏ Only the person who wrote the syllabus finds the syllabus interesting
- 49. Results ๏ Faculty feel lost, uninformed ๏ Students get misinformation and inherit the lost feeling ๏ Redesign satisfaction may decline because it feels “undirected” ๏ Faculty acquire more pigment-challenged follicles
- 50. Instead ๏ Let the faculty experience a module! ๏ Put the course materials in a course - Syllabus - First day of class PowerPoint - Student handouts - Summary sheet of Redesign ๏ Put a quiz at the end of the materials and require 100% from all math faculty
- 51. “Everything the studentsneed is in the syllabus” ๏ Syllabi can be confusing ๏ If instructors do not like reading the syllabus, most students will not either
- 52. Result ๏ Students are unsure about what is expected of them ๏ There may be many “Well, can I…? What about…?” questions from students ๏ Worse than many questions is no questions!
- 53. Instead ๏ Give the key points in as many ways as possible - PowerPoints - Handouts (think colorful and hole punched) - Email - Signs in the room ๏ Flow charts are great!
- 54. “Students are fine- I haven’t gotten any questions.” ๏ Students know there was a lot of information on the first day - Students feel they should already know everything ๏ Mimicking classmates does not necessarily mean they are doing the right things.
- 55. Result ๏ Students work on the wrong assignments ๏ Do not know proper protocol for the class – attendance, notes, testing, etc. ๏ Students quit attending class or withdraw
- 56. Instead ๏ Keep an eye on students via the gradebook ๏ Send supportive emails and encourage them to ask questions ๏ Tell students in class to check their email ๏ Remind the class this is new and is it perfectly normal to feel uncertain.
- 57. “Redesign is on- so advisors and students know about it.” ๏ Knowing of Redesign is much different than knowing about Redesign ๏ There will be many students who do not know why they are attending lecture in a computer lab ๏ Advisors may have incorrect information
- 58. Result ๏ Students and advisors are hesitant about Redesign and will search for F2F alternatives ๏ Students may be told they have a faster path than they do
- 59. Instead ๏ Change the name of the course to include Redesign ๏ Have a link to a video explaining (briefly) about Redesign ๏ Inform administration about Redesign
- 60. “We’re set! Allour bases are covered!” ๏ Welcome to education! (you must be new) ๏ Students are creative and will work hard to think of something that the entire department did not think about or plan for
- 61. Result ๏ There will be periods of chaos for instructors and students ๏ The program looks unorganized or unplanned ๏ Happy hour sales at local pubs and restaurants go up
- 62. Instead ๏ Know that new situations are possible ๏ Decide who needs to be involved in “immediate” policy decisions ๏ Have those people on speed dial and in one email contact
- 63. The most importantparts? ๏ Keep a positive attitude, roll with the punches and do not utter the words “self- paced” ๏ No time for questions, but feel free to applaud, whistle and cheer wildly! (or sit and smile quietly) Thank you!!
- 65. Students Helping Students: Passing theBaton of Success Through Film By Martha Whitty, Washington, DC
- 66. ๏ Math 090: Introductory Algebra
- 67. What you’ll Need: -1digital movie camera -1 tripod -1 microphone -1 Computer with editing software -1 DVD burner - Some blank DVDs
- 68. “If you dothe homework, you won’t have to study. Doing the homework IS my studying.”
- 69. “Even if itmakes the tutor mad, just keep telling them to go over and over it because you HAVE to get it.”
- 70. “Though this doestake a lot of time, I have made myself sample tests. I make sure to put problems I struggle with on the sample test.” ๏ the sample test.”
- 71. “If you missclass, it’s your job to find out what you missed. The teacher’s not going to want to re-teach the work and your friends may not want to help you either.”
- 72. “I paid attentiona lot in class. I think that’s the key.”
- 73. “If you missa day, you miss a lot. Messing up one time will mess you up throughout because everything’s connected in Math.”
- 74. “I sit infront on purpose. I never sit in the back of the room because that’s where all the chitter-chatter is.”
- 75. “You have tocome to class and that’s as simple as it is. Just get up and come… sleep ain’t that precious.”
- 76. “Me personally, Ialways came to class, but I always came late. You would think 5-10 minutes is nothing but that 5-10 minutes always put me so far behind.”
- 77. “Do your homeworkwhen you’re supposed to do it and not at 3 o’clock in the morning, the night before it’s due.”
- 78. “Ask questions evenif you’re the only one asking them. You never know if someone else has that same question.”
- 79. “Come in withan open mind and leave your old feelings behind. These teachers really want to help you.”
- 80. “You’ve got toDO the problems, not just look at them. Because just seeing it, you won’t remember how to do it. Happened to me a lot… mm, mm, mm.”
- 81. “I noticed myfriend was getting better grades than me so I would get her to help me.”
- 82. “Think about whatyou want to become in life and use that to press yourself.”
- 83. “Make sure youget a professor who explains things well. That helps a lot.”
- 84. “To face yourchallenges would be a nice self-accomplishment. Also you’ll be able to help others in the future.”
- 86. Slip-Slidin’ Away! Ann E.Commito Frederick Community College Frederick, Maryland acommito@frederick.edu John A. Commito Gettysburg College Gettysburg, Pennsylvania jcommito@gettysburg.edu
- 87. Linear, circular, spiral,cylindrical Wood, bamboo, metal, plastic, paper
- 88. Basic Slide Rule:Logarithmic Scales body cursor slide 1 2 3 4 5 6 7 8 90
- 89. Log scales makeslide rules powerful. Multiply Divide Reciprocate Powers and roots Natural log Sine and tangent Hyperbolic sine/tan Conversions Multiple operations
- 90. 0.7 y = log x 0.6 0.5 0.4 0.3 0.2 0.1 0 0 1 2 3 4 -0.1 -0.2 1.5 x 2 = 3 log 1.5 + log 2 = log 3 + =
- 91. 1.5 x 2 = 3
- 94. 1.728 x 10-6? 1.728? 1.728 x 109 ? 0.0120? 1.20? 1200?
- 95. You have tobe smart to use a slide rule! You need to estimate the answer before you get it! You need to have common sense!
- 96. Slides rules werein use for 350 years. They are historically important. They are part of our material and social culture.
- 97. 1614 Napier logarithms 1620 Gunter logarithmic scales 1630 Oughtred slide rule
- 98. 1675 Newton hairline (cursor) 1850 Mannheim standardized scales 1800’s Industrial 250+ different designs Revolution Duplex slide rule
- 99. 20th Century Slide rules rule! Engineering Architecture Mathematics Industry Radio Statistics Space R&D http://sliderulemuseum.com/
- 100. Slide rules arecool! http://sliderulemuseum.com/
- 101.
- 102. Tool for thefuture http://sliderulemuseum.com/
- 103.
- 104.
- 105. Oughtred Society http://www.oughtred.org/ International Slide Rule Museum http://sliderulemuseum.com/
- 107. Improving Communication Jennifer Greenwood Carroll CommunityCollege Westminster, MD
- 108. Teaching Math Online ๏ Improve and encourage communication ๏ Designed for an online population ๏ Consider modifications for classroom students
- 109. Help Students To: ๏ Ask for help ๏ Understand the help they get ๏ Build relationships
- 110. I have nothad success using: ๏ Email ๏ Phone calls ๏ Office hours
- 111. The fix: ๏ Flexible ๏ Accessible ๏ See it ๏ Hear it ๏ Interact with it
- 112. I AM NOTA TECHIE!
- 113. Technology must bepractical ๏ Easy to use ๏ Inexpensive ๏ No special equipment
- 114. Skype ๏ Internet program ๏ Free account ๏ Live video chat
- 115. Skype: You only needa computer and the Internet
- 116. Skype: You don’t needa webcam or microphone
- 117. Skype – ScreenShare
- 118. Skype Screen Share ๏ Student watches your screen ๏ Work a solution while student watches ๏ Discuss the process with student
- 119.
- 120. Writing on theComputer ๏ Use any program with Drawing Tools ๏ Write with the mouse
- 121. Record Online Sessions ๏ Post video to web for others ๏ YouTube
- 122. Increase Communication Office hours vs. Online help
- 123. Flexibility ๏ Time ๏ Determine Your Limits
- 124. Reconsider What Comes Home ๏ Grade papers, plan lessons during office hours ๏ Communicate with students at home
- 125. In Short… ๏ Go beyond office hours, phone, and email ๏ Use technology to enhance communication ๏ Teach all students as you would in class
- 126. Want to knowmore? Jen Greenwood jgreenwood@carrollc.edu
- 128. Flipping Back to the Future Evan Evans Project ACCCESS Cohort 4 eevans@frederick.edu
- 129. Brief History ofLearning
- 130.
- 131.
- 132.
- 133.
- 134.
- 135. Greek Era Knowledge is gainedthrough dialogue The Learner is an active participant
- 136. University Era Initially Student-Centered Learning
- 137. University Era Lecture BasedInstruction
- 140. Flip Teaching: Form of BlendedLearning
- 143.
- 144.
- 145.
- 146. Small Group WorkIN-CLASS
- 147. Because It Works Evan Evans Project ACCCESS Cohort 4 eevans@frederick.edu
- 149. Super Computation AMATYC,2012 – IGNITE! Jacksonville, FL
- 150.
- 151. Audience, Think of a3 digit number, Say 270
- 152. The final answeris…… The sum of five 3 digit numbers is a 4 digit number with 2 as lead digit and the remaining three are, original – 2 2268
- 153. Audience, Another 3 digitnumber please! Say 581
- 154. Here’s my numberor its 9 th complement is…. 418
- 155. Now you havethree 3 digit numbers…. 270+581+418
- 156. One more 3digit number please…. Say 999
- 157. And my nextnumber is its 9 th complement ….. 000
- 158. Now you havea total of 5 three digit numbers and the sum of these five numbers…. 270+581+418+999+000
- 159. Same as thefinal answer given soon after the first number! 2268 Mathemagics
- 160.
- 161. Add a notch… Thistime, sum of seven 4 digit numbers…
- 162. Audience, 4 digitnumber please…. Say 1776
- 163. The final answeris 31773 Subtract 3 from your original number and insert a 3 as the leading digit
- 164. Another 4 digitnumber please…. Say 2012
- 165. My number isits ninth complement 7987
- 166. Another 4 digit number,please… Say 1881 By now one should know, my number is its 9th compliment 8118
- 167. One last 4digit number please…. Say 9999 And my number is 0000
- 168. And the sumof 1776+2012+7987+1881+8118+9999+0000 Is same as what we predicted before! 31773! Thank You!
- 170. Numerical Fulcrums A MathematicalExploration from Prealgebra to Post-Calculus Richard Zucker Irvine Valley College
- 171. What is aNumerical Center? 204 is the Numerical Center of the list 1 to 288.
- 172. A number isthe Numerical Center of a list of consecutive natural numbers starting at 1 if it separates the list into two groups that have the same sum. 6 is the Numerical Center of the list 1 to 8.
- 173. Is every numbera Numerical Center? No, not 5.
- 174. 35 is theNumerical Center of the list 1 to 49. 595 = 595
- 175. Is 1 aNumerical Center? ? = ? Arguably, yes.
- 176. Numerical Centers arelike buried treasure. Students of all abilities can experience the thrill of discovery!
- 177. Can you findother Numerical Centers? 1, 6, 35, 204, 1189, 6930, 40391, … Is there a pattern? There is a recursion relation, but I’ll let you find it.
- 178. One of mystudents was thrilled to discover this recurrence relation that depends only on the one prior number in the sequence: 2 2 Cn 1 17 C n 1 6C n 1 1 8 Cn 1
- 179. Is there ageneral formula that predicts the n th Numerical Center? Several of my students derived the general formula by studying Binet’s formula for Fibonacci numbers. n n 1 5 1 5 Binet’s Fn 2 n 5 Formula: Numerical Cn ????????? Center Formula:
- 180. Do Numerical Centershave any interesting properties? Their squares are also triangular numbers. 6 8
- 181. This shopping centeris in Costa Mesa, CA, not far from Irvine Valley College.
- 182. A Numerical Fulcrumis similar to a Numerical Center, but the list of consecutive natural numbers doesn’t have to start with 1. 14 is a Numerical Fulcrum for the list {4, 5, …, 19}.
- 183. 9 is aNumerical Fulcrum for two lists!
- 184. R.J. Liljestrom (mystudent in 2002) discovered and proved a significant theorem about Numerical Fulcrums: F is not a Numerical Fulcrum if and only if 4F2 + 1 is prime. For example: • Since 101 = 4(52) + 1 is prime, then 5 is not a Numerical Fulcrum. • Since 9 is a Numerical Fulcrum, then 4(92) + 1 = 325 is composite.
- 185. R.J. Liljestrom (mystudent in 2002) discovered and proved a significant theorem about Numerical Fulcrums: F is not a Numerical Fulcrum if and only if 4F2 + 1 is prime. For example: • Since 101 = 4(52) + 1 is prime, then 5 is not a Numerical Fulcrum. • Since 9 is a Numerical Fulcrum, then 4(92) + 1 = 325 is composite.
- 187. Why is R.J.’stheorem significant? In 1912 at the International Congress of Mathematicians, Edmund Landau asked four questions about prime numbers. His fourth question was, “Are there infinitely many primes of the form n2 + 1?” One hundred years later, the question is still unresolved. Because of R.J.’s theorem, Landau’s question is equivalent to asking, “Are there infinitely many natural numbers that are not Numerical Fulcrums?”
- 188. Why is R.J.’stheorem significant? In 1912 at the International Congress of Mathematicians, Edmund Landau asked four questions about prime numbers. His fourth question was, “Are there infinitely many primes of the form n2 + 1?” One hundred years later, the question is still unresolved. Because of R.J.’s theorem, Landau’s question is equivalent to asking, “Are there infinitely many natural numbers that are not Numerical Fulcrums?”
- 189. Maybe one ofyour students will find the answer! Thank you Richard Zucker Irvine Valley College rzucker@ivc.edu
- 191. Games to LearnMath Presenter: Dan Petrak Des Moines Area Community College Email: dgpetrak@dmacc.edu Twitter handle: dgpetrak
- 192. What is aGame?
- 193. Is Math likea Game? Goals? Yes Rules? Yes Feedback system? Eventually… Voluntary participation? Are you kidding me?
- 194. What are wemissing? Image from www.bigfishgmes.com blog Engagement and Motivation!
- 195. Raph Koster –A Theory of Fun
- 196.
- 197. Learning within Flow Optimal Learning comes from Desirable Difficulty Students should be making errors if we want to optimize learning Normally very uncomfortable This is a natural dynamic for games!
- 198. Digital Games provide… ๏ Instant and non-threatening feedback ๏ Mentally Demanding ๏ Customized learning through leveling, challenge, and game mechanics Hard Fun!
- 199. Fun is theFeeling we get from learning in Flow ๏ http://www.flickr.com/photos/seandreilinger/2187892869/sizes/o/
- 200. Why Digital Gamesfor Math? Image from www.bigfishgmes.com blog
- 201. Games can helpthe diverse learners in our classrooms by Individualized and targeted instruction Remediation Optimized learning with Flow
- 202. Much of theskills based portions of our math fit this model.
- 203.
- 204. Hypothesize ๏ Feedback loop helps students construct understanding of the rules. ๏ We crave patterns and we want to fit our experiences into a schema.
- 205. Formalize and Practice ๏ We can help students formalize what they are experiencing. ๏ Games can also be used to practice the skills. Image by Lisa Haney
- 206. Ultimately what isour goal? ๏ Deep procedural understanding ๏ Deep conceptual understanding
- 207. Digital games canhelp students learn and practice math in a fun and natural way
- 208. To learn moreconsider joining
- 210. Let the GamesBegin!
Editor's Notes
- #52 And everything they need to know is in the book… but that’s not enough.
- #59 So, I don’t have to take the 3 face to face classes and instead just need one Redesign math class to be able to take college algebra
- #61 Yes, the 27 doctorates and 51 masters degrees will be outsmarted by the developmental math student because preparation doesn’t prepare you for everything!
- #63 Don’t forget to let people know about the change!