The document discusses frustrations with a traditional developmental math model and the desire to implement mastery learning, avoid course repetition, and allow students to complete the developmental sequence faster. It describes piloting a modularized, accelerated model using a learning management system and best practices for technology integration. Results showed improved pass rates, higher final exam scores, increased early completion rates, and better persistence to and performance in college-level math courses compared to the traditional model.

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)

2. Pre-Redesign Model

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

8. Modularizing &
Accelerating

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