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TAMU MATH 06C

TAMU MATH 06C. Where are we? Were are we going? What’s new?. Today. Department demographics Technology – yesterday, today, and tomorrow Diagnostic test Problems to solve. Demographics. Demographics . Core courses Engineering Calculus Math education Math service Math major

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TAMU MATH 06C

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  1. TAMU MATH 06C Where are we? Were are we going? What’s new?

  2. Today • Department demographics • Technology – yesterday, today, and tomorrow • Diagnostic test • Problems to solve

  3. Demographics

  4. Demographics • Core courses • Engineering Calculus • Math education • Math service • Math major • Math graduate

  5. Math Enrollment - Summary

  6. Core Courses +

  7. Engineering Calculus

  8. Math Major – Years 1-2

  9. Math - Service

  10. Math - Education

  11. Math Major

  12. Math Major

  13. Math Major

  14. Technology

  15. Overview • Technology tools for guided instruction • Technology in engineering calculus and beyond. • MATLAB and Maple • Technology efficacy • Video streaming technology. • Conferencing technology - how it can be applied • Mathematics courses online. • Diagnostic tools and placement. College readiness

  16. Online Homework SystemsiLrn • Used in several courses • Full detailed solutions available • Problems assigned by themselves or a iLrn expert • Create your own problems • Create sample exams • User friendly to assign

  17. Online Homework SystemsTeaching Tools • Used for Math 151 – non STEPS program • Problems assigned by an expert

  18. Online Homework SystemsMyMathLab • Walks the students through a sample problem step by step, checking the student’s answers at each step. • Quick Time videos that accompany selected problems • Gives the students a chapter study plan.  So, a student can work some problems and MML will help them determine their strengths and weaknesses within the chapter. • Sample tests for each chapter • Create your own problems

  19. Online Homework SystemsMyMathLab • Animations accompany selected problems • Full detailed solutions • Online training sessions for instructors •   Instructors can add columns to the gradebook for offline assignments (like in class quizzes).  This allows the instructor to post all the students grades online.  •  Easy to use •   Excellent tech support for both instructor and student.

  20. Engineering Calculus

  21. Math 151/152 --- STEPS vs. non STEPS • STEPS seeks to • Increase motivation of first year students • Improve quality and engagement in math engineering and physics. • Increase retention and academic performance

  22. Math 151/152 STEPS vs. non-STEPS • Steps does this by using • Clustering/cohorts • Common sections • Common exam schedule • Engaging faculty to engage students

  23. Engineering Calculus Technology • Maple • 10 years + • Symbolic capabilities • Excellent graphics • Maplets • MATLAB • 4 years • Engineering preferred • Pure computing power • Superior graphics

  24. Engineering Calculus • Pros and Cons of Maple • Symbolic • Easy to learn • Symbolic capabilities/Excellent graphics • Maplets • Not widely used in industry • Efficacy is not clear

  25. Engineering Calculus • Pros and Cons of MATLAB • State of the art algorithms • Great computing power • Widely used in engineering/industry • Programming • Symbolic capabilities are not simple to apply • Efficacy is not clear

  26. Video Streaming Technology Current use: • Problem sessions • Course lectures • Special tutorials • Centra sessions • Projected use • Full course content • Graduate courses • College readiness tutorials

  27. Conferencing Software • Net Meeting • Centra (160 licenses) • Live and interactive, Fully class enabled • White board • Importable presentations • Recorded session • Application sharing.

  28. Mathematics Courses Online • Masters program ( M609, M614, M629, M640, M645-6, M660, M664, M666, M696, M470, M451, M639) • WebCalc • Finite Math • Applied Calculus • Math education (M689)

  29. Online Delivery Tools • WebCT (full course management) • Respondus/WebAssign (testing, survey) • Turnitin (authentication/verification) • Centra (conferencing) • Streaming video/audio

  30. The Diagnostic Test

  31. Diagnostic Examinations • Placement • College readiness – the buzzwords • Research • What has been done? • What has been learned? • Where shall we go with this?

  32. In the Fall 2005 a diagnostic test was administered to most incoming students, and essentially all engineering students.

  33. In this brief report we show the results and correlations of the student diagnostic scores and final grades in Calculus I (Math 151) Calculus II (Math 152) And other courses

  34. Math 151 – Engineering Calc

  35. Math 152 – Engineering Calculus

  36. Math 142 – Business Calc

  37. Math 150 – Pre-Calculus

  38. Math 131 – Calculus

  39. Summary

  40. The Diagnostic • Exponentials and Logarithms (EXPO) • Polynomials and factoring (POLY) • Graphing - domain and shifting (GRPH) • Rational functions and complex fractions (FUNC) • Trigonometry (TRIG) • Power rules (POWER) • Problem solving (PROB)

  41. The Diagnostic

  42. The National Scene Study performed at the University of Kentucky. It included large state universities. Drop/Failure/Withdrawal Rates

  43. Problems to Solve

  44. Classroom problems • Reduce class sizes • Monitor student services such as help sessions and WIR more carefully

  45. Strategic problems • Should we word towards a STEPS-like format for our freshmen math major courses? • Should we for general committees for groups of courses? (e.g. 302, 304, 308, & 311)

  46. Technology problems • More tech training for those that want it. • Advanced Web building tools. Do we want to make them more available? • Should we standardize on a couple of e-learning platforms? • Are graphing calculators helping or hindering mathematics learning?

  47. Other problems • ???? • ????

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