Can We Survive Developmental Math Redesign?

1. Can We Survive Developmental Math Redesign? Pellissippi State Developmental Studies Mathematics

2. Why Redesign? • Improve student success • Reduce time in DSP classes • Divide curriculum into modules • Incorporate software technology • Reduce Costs PSTCC is not a part of the Tennessee Board of Regents NCAT/FIPSE Grant

3. Why Redesign? • 47% success rate in developmental math courses at PSTCC • Of those 47% who complete DSPM, 61% pass a college-level math course • SO LESS THAN 30% OF OUR STUDENTS WHO NEED DSPM EVER MAKE IT THROUGH THEIR REQUIRED MATH SEQUENCE

4. Redesign Opportunity • Critically examine current design • Consider alternatives to current design • Incorporate research conclusions • In order to help students who have not previously been successful in mathematics, faculty need to do more than teach the same mathematics again. (AMATYC Beyond Crossroads)

5. Redesign Opportunity • The purpose of learning is to enable an individual to collaborate in the construction of his or her own meaning rather than memorizing the “right” answer. http://www.funderstanding.com/constructivism.cfm • Student connections inside the classroom are crucial to student success. (FOE) • Students should be able to approach mathematics through contextual, concrete, and abstract situations; apply mathematical skills to solve problems; and be able to transfer their knowledge to new situations. (AMATYC Beyond Crossroads)

6. The Pilot • Five instructors each taught 3 sections of developmental math using 3 different software packages (Academic Systems, Carnegie Learning, MyMathLab). • Classes met 3 hours a week in the computer lab. • No lectures • Committee chose Carnegie Learning software for full implementation.

7. Carnegie Learning Students need to construct their own meaning and Carnegie Learning encourages that with: • Meaningful applications • Multiple representations • Step-by-step feedback • Formative assessment • Mastery Learning

8. Meaningful Applications(Intro to Linear Equations)

9. Traditional Design

10. Multiple Representations

11. Step-by-Step Feedback

12. Formative Assessment

13. Mastery Learning

14. The Redesign Old Model New Model Curriculum divided into 9 modules Class meets 1 hour a week in regular classroom Class meets 1 hour a week in lab classroom Students spend at least 2 hours a week in Math Center Carnegie Learning is primary delivery mode • Curriculum divided into 3 one-semester courses • Class met 3 hours a week in classroom • Lecture was primary delivery mode

15. The only thing that stayed the same was the state objectives. Well, we also kept the graphing calculator.

16. Placement • Appropriate student placement is crucial for developing positive attitudes and maximizing success.  (AMATYC Beyond Crossroads) • Previous placement based on math ACT score below 19. • New ACT benchmark for math is 22. • Benchmark score predicts a 50% chance of obtaining B or higher, 75% chance of obtaining C or higher in college math course.

17. Placement Redesign • Confirmation Test developed by PSTCC faculty • Confirmation Test questions based on course objectives and modules • Students placed in starting module

18. Placement Redesign

19. Where to Start Redesigning a Course • At the END

20. Student Mastery redesign • Standards based curriculum where the focus is mastery of objectives. • Carnegie Learning incorporates formative assessment at each key stroke and targets learning gaps. • Exams carefully tied to objectives.

21. Test Redesign: Linear Equations Traditional • Solvenumerically : 3x – 14 = 4x -17 • Solvegraphically : 2(x + 6) = x + 8 • Solve algebraically 3(2x – 3) = 5x + 20 Redesign • Ann works as a server at a restaurant that caters to large parties and groups. The restaurant policy requires that customers pay a gratuity (tip) in addition to the cost of the food. Ann’s earnings include $25 a day for her shift plus 10% of all food sales to her customers that she serves.    3c) What are Ann’s daily earnings if the total food sales to her customers is $2500? 3d) What are Ann’s earnings for the day if she goes to work but there are no customers at her tables? 3e) What are Ann’s food sales to her customers if she earns $100 one day? 3f) What does Ann need to average in food sales per day to make $130 a day?

22. Student Mastery Redesign • 80% mastery required on each module test. • Retesting required for students who score < 80%. • Testing Center used for testing.

23. Classroom Current research strongly suggests that college students are generally active, sensing, visual, sequential learners. Therefore, the learning style of today’s student is often incompatible with the lecture delivery mode.

24. Classroom Redesign • Take away the option for students to be passive. • Students must take more responsibility for their own learning. • Give students the opportunity to teach each other. • Force students to “do” the work in class.

25. Classroom Redesign • Students must spend time “doing mathematics” to complete each module using Carnegie Learning. • Students start each module with a learning style activity. • Concepts are introduced and taught within meaningful applications. • “I don’t need help with the word problems, only the other stuff.”

26. Learning Style Activity DSPM 0890 Module 2 Learning Style Activity A Verizon cell phone customer was planning a trip to Canada. He had an unlimited voice and data plan in the United States, but he called Verizon to find out the cost of data usage on his cell phone while in Canada. He was quoted a price of 0.002 cents per kilobyte. He was surprised enough at this low price to have Verizon confirm the quotation and make a note of it in his account. While on his trip, the customer accumulated 35,893 kilobytes of data usage. Later, he received a bill for $71.79, which meant he was actually charged $0.002 per kilobyte. The bill did not match the quoted price, so the customer called Verizon to straighten out the matter. Listen to the phone call to Verizon at http://verizonmath.blogspot.com/2006/12/verizon-doesnt-know-dollars-from-cents.html (click for Audio) On paper, write the clearest explanation you possibly can, one that the Verizon customer could use to show the difference between 0.002 cents and $0.002. In your explanation, show how Verizon should have computed the bill and what the correct bill amount should be.

27. Classroom Redesign • Software and graphing calculator instruction • Lessons on order of operations, number sense, interpreting graphs, proportional reasoning, rate of change, functions, and modeling using multiple representations • Use of algebra tiles and CBR • Time Management, Testing Anxiety, and Financial Aid Information Some activities are appropriate for students in all 9 modules, and others are for students in specific modules. All are designed for small group use.

28. Classroom Activity Match the organisms shown in the picture with the points on the number of legs versus size graph.

29. Classroom Activity Distance/ Time Plots: Travel graphs are created when distance is plotted against time. Shown below are four travel graphs where time is on the horizontal axis and distance is on the vertical axis. Can you match the graphs to the descriptions?

30. Lab Classroom Redesign • Students work on module and Carnegie Learning assignments during lab classroom time. • Instructors circulate and work with individuals or small groups of students. • Tutors and instructors available in the Math Center. • Students help classmates.

31. Classroom Redesign Students working in the Pellissippi Math Center.

32. Classroom Redesign • Faculty training necessary • Role of instructor changed: • Learning is a partnership/more personal relationship with students • Filling in the gaps/Intervening early • Making the connections/giving the big pictur

33. Student Responsibility • Complete each module in 4 weeks or less • Follow the module schedule • Spend 2 hours per week in the Math Center • Plan time outside of class time to take test

34. Module Schedule Module 4: Linear Equations Module Schedule Week One Dates: _______________ _____ Complete one Learning Style Activity from the given choices _____ Carnegie Unit 1: Pretest _____ Carnegie Unit 2: Linear Patterns _____ Carnegie Unit 3: Linear Models and Independent Variables _____ Carnegie Unit 4: Linear Models and Ratios _____ Carnegie Unit 5: Linear Models and First Quadrant Graphs Week Two Dates: _______________ _____ Carnegie Unit 6: Two-Step Linear Equations _____ Carnegie Unit 7: Linear Equations with Similar Terms _____ Carnegie Unit 8: Linear Equations and the Distributive Property _____ Carnegie Unit 9: Linear Models and the Distributive Property Week Three Dates: _______________ _____ Carnegie Unit 10: Linear Equations with Variables on Both Sides _____ Carnegie Unit 11: Literal Equations _____ Carnegie Unit 12: Linear Inequalities _____ Carnegie Unit 13: Absolute Value Equations and Inequalities Week Four Dates: _______________ _____ Complete the Module 4 Review #1 _____ Review Carnegie Learning Units as needed _____ Take the Module 4 Exam

35. Student Responsibility • Deadlines with consequences/rewards • Weekly reports • Testing Center availability

36. Weekly Progress Report

37. Preliminary Results Retention Rates

38. Preliminary Results • 60% of students made progress and completed at least one module. • 32% of students completed at least three modules. • 85% of developmental math students in the redesign pilot were successful in college-level math course.

39. Future Redesign • Develop more classroom activities, learning style activities, and test forms • Provide effective faculty training • Improve A-C Success Rates • Track success rate of developmental students in college math courses

40. Can We Survive Redesign? • YES! • We have what we are working to give our students: • We are life-long learners • We work well as a team • We have a strong work ethic • We are problem-solvers • We can apply what we know