This document discusses strategies for teaching algebra online at a community college. It found that 1/3 of students lacked prerequisites and struggled with basics. The teacher spent extra time reinforcing basics, which helped narrow the knowledge gap. Students commented that the teacher made them believe in themselves and laugh, and found that algebra isn't too difficult. The conclusion is that students seek affirmation of their self-worth. The document advocates focusing on algebra, using Web 2.0 technologies appropriately, and being flexible to support diverse community college students.

1. Acing Algebra:
An Online Case Study
MERLOT International Conference
(MIC09)
August 13-16, 2009
Hasan Z Rahim
Adjunct Faculty, San Jose City College
Hasan.Rahim@sjcc.edu

2. Opening Up Online
• Silent/shy students express themselves
– LMS: Moodle
– Discussion Forum / Blog
– Misgivings about algebra
• Difficult
• Lack of relevance
• Graduation requirement only reason to take
class

3. Initial Evaluation
• 1/3 students did not meet prerequisites
– Difficulties with basics
• Subtraction
• Order of mathematical operations
• Fractions
• Percentages

4. Teacher Adjustments
• Time spent to reinforce basics
– Consequence: “Advanced” students bored
• About 7 advanced students out of a class of 38
• Decision bears fruit
– Gap narrows as semester progresses
– At about Linear Equation, almost even

5. Online Student Comments
• Student “S” (age 53) passes algebra:
– “Everyone gets a second chance in America”
• General student comments
– Made us believe in ourselves
– Made us laugh
– Algebra isn’t that difficult!
• Conclusion
– Students seek affirmation of self-worth

6. More Online Student Comments
• Bitter about high cost of textbooks
• Majority not keen on algebra applications
– “Just want to solve straightforward problems”
– Example: 5(2x – 4) = 10
• Some excited about real-life applications
– Example: Stock price, investment, life
expectancy, statistics, etc.

7. Community Colleges in Focus
• President Obama’s plan to energize CC
• Two-plus-two
– 2 yrs at CC, 2 yrs at a 4-yr university
– Works only for organized, disciplined students
• Make sure CC credits are transferable
– Major cause for not graduating
• Teacher can motivate also as counselor
– Initiate online discussion of student goals

8. “Focus on Algebra”
• National Mathematics Advisory Panel
– (http://www.ed.gov/about/bdscomm/list/mat
hpanel/index.html)
– “Focus on Algebra”
– Long-term solution:
• Begin with Algebra I for 8th-graders
• Solve Math prerequiste problems in CCs

9. Tasks to Consider
• Goal: Competence in algebra
• Do not use technology for the sake of
technology
• Experiment with Web 2.0 Technologies
– Wikis, Blogs, Podcast, Videocast
– Integrate mainstream social networking
• Facebook, Twitter
– Track usefulness
– Discard any tool that does not appeal

10. Summary
• For success with algebra, focus on
– Joy of learning
• Good grades almost always follow
– Use humor
– Convince students you are on their side
– Be flexible
• Most CC students work to support family
• Respond right away to student emails
• Make clear the dangers of dropping out