The 3rd Times a Charm: Changing Math Success for Developmental Students

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The 3rd Times a Charm Changing Math Success
for Developmental Students

• November 21, 2008

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Manatee Community College in Bradenton, FL
Dr. Paul Nolting Dr. Joni Pirnot Julie
Francavilla Davies County High School in
Owensboro, KY Jana Bryant
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Agenda

• Research on Success in Mathematics
• Enhanced Prealgebra, Basic Algebra and
  Intermediate Algebra Pass Rates
• Instructional Strategies
• Lessons Learned

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Variables Contributing to Student Academic
Achievement (Bloom, 1976)

• Cognitive Entry Level Skill
• and IQ
• 50

Math history Placement Grades
Aptitude Learning speed Learning disabled
Self-concept Locus of Control Attitudes Anxiety
Study Habits 25
Quality of Instruction 25
Learning styles 24/7 Web access Tutor
training Paired courses
Math study skills Self-regulated
learning Life skills course
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Institution-Wide Responsibility
Input
Output
Productive Learning Experiences Classroom
teaching promotes active deep learning that
nurtures self-regulated learners Student learners
who know how to learn in and outside of the
classroom Academic support for both of the
above Institution-wide policies mandated
programs for developmental students Campus-wide
collaboration and common philosophy
Overwhelmed Learned helplessness No strategies
In control Self-efficacy A system of strategies
for math, English, reading
Building Self-Regulated Students
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Reasons to Develop Enhanced Courses

• Repeating Students and
• Students with Disabilities
• have low pass rates
• need a different style of instruction
• require more emphasis on basic arithmetic
• appreciate multi-modality instruction

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Reasons to Develop Enhanced Courses

• Repeating Students and
• Students with Disabilities
• have underdeveloped math study skills
• and overdeveloped test anxiety
• suffer under a learned-helplessness mode
• lend support to each other
• learn/recall information with a variety of
  learning styles

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Guidelines for Enrollment

• Limit class size to 25 students.
• Screen for low placement scores in arithmetic.
• Contact second and third attempters.

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Course Description

• Create more time on task.
• Enhanced Prealgebra and Basic Algebra (5
  credits)
• Meet 5 hours, including lab with instructor
• Intermediate Algebra (3 credits)
• Meet 5 hours with instructor

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Enhanced Prealgebra, Basic Algebra and
Intermediate Algebra for RepeatingStudents and
Students with Disabilities

• Includes students on first attempt who scored
• below 30 on Arithmetic Accuplacer

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Bring Me Your
Family Issues
Social Issues
3rd Repeaters
Single Moms
Math Haters
Low Self Confidence
Math Phobics
Learning Disabled
Math Anxious
Homeless
Psychological Issues
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Myspace

• Use survey(s) to gather information.
• Math background of students
• Reasons for taking the class
• Obstacles for not passing the class
• Future plans
• Administer Learning Styles Inventory.
• Form groups.

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Management

• Use Interactive Lesson Outlines for notes.
• Require a notebook.
• Offer traditional and online homework.
• Grade attendance and homework on effort.

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Motivation

• Reinforce community as semester unfolds.
• Periodic group work done in class
• Group assignments/quizzes
• Classroom Assessment Techniques (CATS)
• Offer 2nd attempts on tests.

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Memory

• Reinforce basic skills as semester unfolds.
• Administer skill diagnostics
• Incorporate math study skills
• Add games for variety

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Mentors

• Have peer tutors assist in class once a week.
• Make peer tutors available in Tutor Center.

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Movement

• Use group work frequently.
• Offer opportunity for board work.
• Emphasize kinesthetic activities.
• Discuss relaxation/meditation techniques.

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Movement

• Teach with mnemonic devices and songs.
• Substitution Plug it in, plug it in
• Exponents Moving on up (to the top)
• vs. going down
• Shading number lines Shade to the left, to the
  left

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Manipulatives

• Graphing Boards
• Foam Tiles
• Integers
• Dry-erase Boards
• Algebra Tiles

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We Can Create
Success in Math
Believers
Decision Makers
Graduates
Role Models
Self Confidence
New Opportunities
Goal Setters
Students who say, I like math!
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Lessons Learned

• Prealgebra students with weak arithmetic skills
  need special instruction.
• Repeating students need something new to hold
  their interest.
• Students with disabilities benefit from
  multi-modality instruction.