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College Algebra Across Texas—Survey Results

College Algebra Across Texas—Survey Results. G. Donald Allen – Texas A&M University Linda Reichwein Zientek – Blinn College Mel Griffin – Texas A&M University Gloria White – Charles A. Dana Center Paula A. Wilhite – Northeast Texas Community College. Sample. 33 Community Colleges

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College Algebra Across Texas—Survey Results

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  1. College Algebra Across Texas—Survey Results G. Donald Allen – Texas A&M University Linda Reichwein Zientek – Blinn College Mel Griffin – Texas A&M University Gloria White – Charles A. Dana Center Paula A. Wilhite – Northeast Texas Community College

  2. Sample • 33 Community Colleges • 13 Universities • 72% Retention Rate • 69 % Completer Rate

  3. College Algebra (Math 1314) • Why Math 1314? • Who Enrolls in Math 1314? • Topics Covered?

  4. Box Plots • Some of the graphs following show box plots of the data. This means • The solid block shows the 25-75 percentile range • The “whiskers” show the outlier values.

  5. Topics Indicated by Department Chairs as Important for Incoming College Algebra Students ___________________________________________________________________________________ Percent by University Percent by Community College _________________________________ _________________________________ Most Somewhat Marginal or Most Somewhat Marginal or Topics Important Important No Importance Important Important No Importance __________________________________________________________________________________ Algebraic Manipulation 100 0 0 100 0 0 Problem Solving 67 25 8 84 16 0 Fractions 83 17 0 82 16 0 Logarithmic/ Exponential 18 55 27 16 68 16 Trigonometry 0 36 64 3 13 84 Regression Modeling 9 9 82 3 20 77 Graphing Calculator 18 55 27 6 47 47 Group Work 9 27 64 0 48 52 _____________________________________________________________________________

  6. Conclusion • College Algebra students were typically not entering STEM fields. • University and community colleges were consistent in their beliefs about what topics students should know and algebraic manipulation and fractions topped their list. • The instructional method was traditional lecture but graphing calculators were being incorporated in the lectures with variations between schools. • Professors in higher education typically assessed students in traditional methods of exams and quizzes.

  7. Conclusion • Two and four year college math departments parallel each other on • instructional modality • use of technology • assessment methods • Neither community colleges nor universities have moved far from the traditional classroom. • The transition from community college to university is rather seamless in regards to teaching environment • High school students emerging from non-traditional classrooms will need to adjust to the traditional class settings typical at most colleges.

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