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Social Media - A Supplemental Instructional Platform to promotedynamic self-regulated learning: deconstructing mathematical precepts through virtual social constructivism lensesCITY UNIVERSITY OF NEW YORK 2014 MATHEMATICS CONFERENCE: EFFECTIVE INSTRUCTIONAL STRATEGIES Wayne D. Russell

Medgar Evers College City University of New YorkDepartment of Mathematics

The objective of this research is to determine the effectiveness of using aSocial-Media Supplemental Instructional Platform (SSIP)to promoteDynamic Self-Regulated Learning (SRL-d) in Developmental Mathematics college students. This study asserts that a SSIP is more effective in creating the interactions necessary to facilitate SRL-d which, by extension, would increase students academic performance rate, retention rate and their mathematical conceptions.Abstract Over two centuries ago, the renowned philosopher Jean- Jacques Rousseau argued that it is in the best interest of the State to have an educated populace. In his 1762 book The Social Contract, Rousseau saw education as one of the responsibilities of a modern democratic society. Today, Rousseaus argument remains true; we, as a society, must make a greater effort to provide for the educational needs of the populace.

IntroductionA Brief HistoryRousseau3The Department of Labor indicated that from January through October of 2009, some 70.1% of the 2.9 million new graduates between the ages of 16 and 24 have enrolled into institutions of higher learningThe National Center for Education Statistics (NCES, 2011) data, indicates that 75% of the 2009 incoming class, enrolled into developmental classes and sited mathematics as the primary reason for the increase in freshman dropout rate.

IntroductionDismal StatisticsThe Labor Department claimed that this percentage was a historical high for the data series, which began in 1959,and attributed to the massive influx of young and uneducated class to the poor state of the economy.

4This study asserts that Social Media can be used as a platform to facilitate SRL- d which can serve to increase students mathematical conceptions and, by extension, their performance rates.

It argues that a virtual platform can serve to stimulate students enthusiasm, passion, insight, interest and curiosity. These are all primary tenets of dynamic self-regulated learning (SRL- d). IntroductionOur ObligationSelf-regulated learning (SRL) (active) action which includes planning, organizing, monitoring, and evaluating personal progress against standard. (Paris and Paris, 2001). Self-regulated Learning supply the effort and tools needed to master the material (Shiparo & Livingston, 2000).

Dynamic Self-regulated learning (SRL-D) is biofunctional in nature (Iran-Nejad, 1990; Iran-Nejad &Cecile, 1992); the bio-functional is controlled by non-executive component of the nervous system. Dynamic Self-regulated learning is displayed by students curiosity, passion, interests, and insights; it is what propels a student to learn.

5The National Center for Education Statistics(NCES ) defines nontraditional students as students who satisfies at least one of the following characteristics: (1) delays enrollment (2) attends part-time for at least part of the academic year; (3) works full-time (4) is considered financially independent (5) Has dependents other than a spouse (6) is a single parent (7) does not have a high school diploma.IntroductionThe new At Risk6The United States Department of Education is deeply concerned about the cause of low academic achievement by American students. As these concerns continue to grow, officials are beginning to look beyond the traditional curriculum for answers to sources of the problem (Willis, 1992, According to Zimmerman, Schunk; 1994). IntroductionSignificanceThe Mathematics Department at Medgar Evers College has incorporated a blended learning instructional design for the past two years in an attempt to increase both the performance and retention rates. The standard developmental mathematics offerings consist of two courses; a Math 009 pre-algebra offering, and a Math010 algebra offering. Both of these courses consist of a 2.5 hours of face to face instructional period, and 1 hour of online recitation (MyMathtest) per week, for a 15 week semester. Unfortunately, even with this intervention, performance and retention rates continue to be low and students tend be not be motivated.

7While a General System doctrine serves as the backdrop for this research (Bertanffy), it is guided by a social constructivist framework. Social constructivism was pioneered by Lev Vygotsky, and it stresses the importance of culture and the social context for cognitive development. Social constructivism sees learning as an active process in which the learner uses sensory input to construct their own meaning through various interactions. These strategies encourage students to communicate, collaborate, share knowledge, and think critically. IntroductionConceptual Framework8The sample size for the experimental group was particularly small N(e) = 11, the control group consisted of two groups N(c) = 78.Considering that a typical class consist of 25 students, and the fact that our experimental group N(e) = 11 we will need to conduct more tests in order to generalize.IntroductionLimitations9H0: Social media when used as a supplemental instructional platform can significantly increase performance rates (pass rate and class average) and attitude toward mathematics when compared to the general population (control group).

H1: Social media when used as a supplemental instructional platform will not significantly increase performance rates (pass rate and class average) and attitude toward mathematics when compared to the general population (control group).

Independent Variable: Instructional designDependent Variable: Test Performance (pass rate, class average)IntroductionHypothesis10This action research was initially conducted as a pilot during a winter intercession there was population of N(total) = 126. There was a experimental (Ne = 11), a control group (Nc = 78), and there was third group that was involved in another exercise N(LM) = 37. All of the participants in this exercise were identified as freshmen, they were randomly selected and assigned to 1 of 13 classes. Seventy-five percent of the participants were identified as non-traditional students. The standard intercession offering consisted of one of two courses, Math 009 (Pre-algebra) or Math 010 (Algebra). Students received a total of 4 hours of instruction; 3 hours with their primary instructor followed by 1 hour of tutorial. These classes met for 5 days a week over a period of 4 weeks. MethodParticipants11The standard instructional model employed a high scaffold, performance- error avoidance goal orientation.

The experimental group instructional model encouraged a low scaffold, mastery- error acceptance goal orientation and incorporated social-media (Facebook) as a supplemental instructional platform.MethodInstructional methods12Participants were randomly selected and assigned to one of 13 classes of the 2012 winter intercession. Facebook (FB) was chosen as the social-media platform, because of its popularity and user friendliness Participants in the experimental class were assisted in setting up Facebook accounts, and were introduced to Khan Academy, purple math and Youtube as online math resources. Participants were given a rubric to indicate the different types of entries that could be made on FB .MethodProcedure13All class materials were posted on FB; lectures were posted either before or after they were delivered face to face and participants were encouraged to post and comment on all posts. Students were also encouraged to post videos or sites that they felt assisted them to better understanding the subject. In addition to domain specific materials, general educational themes (including: contextualization, goal orientation, socio-mathematical normalization, mathematical elaboration, self-regulated learning and mathematical conceptions) were presented under a You do not have to read this post! caption throughout the exercise.MethodProcedure Facebook postings14The final examination served as primary assessment tools. All 126 participants were given 100 minutes to complete a 25 multiple-choice questions exam at the end of the four weeks . The group means and pass rates were calculated.MethodInstruments Final Exam15The 11 members of the experimental group were engaged in posting, commenting and viewing content videos on FB. Facebook provided a perpetual pathway for communication, as a result, so all questions (included administrative and content) were addressed expeditiously. Discussions from postings on FB were used to get a sense of students perception, attitude, enthusiasm and temperament. We were able to use Facebook as an electronic Journal, a personalize informational repository and a space to aid in developing students voice.MethodInstruments Facebook as e-journal16A Likert-type survey was conducted to assess students perception on the effectiveness of journaling in dealing with the anxiety associated with learning math. The survey consisted of 18 questions. The first 6 questions related to demographical information and the remaining 12 questions were related to perceptions, writing as a means of learning math, and students mathematics conceptions. MethodInstruments Survey17The questionnaire consisted of 10 open ended questions relating to the participants perception about performance, a preparedness, and general feeling about math at the beginning and at the end of the exercise.

. All 11 members of the experimental group completed the questionnaire.Questionnaires were not available for the control group.MethodInstruments Questionnaire18The intent of this action research is to explore the uses of social media as a supplemental instructional Platform (SIP) in order to develop dynamic self-regulated learning. The dynamic component of self- regulated learning (SR-d), looks at students qualities such as curiosity, enthusiasm, willingness to take risks, and persistence. It is the dynamic component that drives students to actively self-regulate.Results and DiscussionsOur objectiveQuestions 7 through 13 were on a 5 point Likert-type scale; while, questions 14 through 18 were conducted on a 7 point scale. Twenty-four from the control group opted to participate in our survey, 2 participants failed to provide demographic information and those surveys was rejected, as a result 22 control survey were analyzed.

19This session had just over 300 Facebook posts, with an average of 15 comments per posts. There were 40 content videos and there was an engagement rate of 100% ( all participants watched all the videos that were posted). Of the 6 general education theme posts presented under the You dont have to read this! caption, more than 50% of the class responded. However the topic of mathematical conceptions and mathematical elaboration drew much attention in class debates. Results and DiscussionsVirtual InteractionsQuestions 7 through 13 were on a 5 point Likert-type scale; while, questions 14 through 18 were conducted on a 7 point scale. Twenty-four from the control group opted to participate in our survey, 2 participants failed to provide demographic information and those surveys was rejected, as a result 22 control survey were conducted.

20Questions 7 through 13 were on a 5 point Likert-type scale; while, questions 14 through 18 were conducted on a 7 point scale. All members of the experimental group completed their survey.Twenty-four members of the control group volunteers to participate in our survey, 2 participants failed to provide demographical information and 2 other participants gave neutral responses to all the questions. Those surveys was rejected, as a result 20 control survey were documented.Results and DiscussionsSurveyQuestions 7 through 13 were on a 5 point Likert-type scale; while, questions 14 through 18 were conducted on a 7 point scale. Twenty-four from the control group opted to participate in our survey, 2 participants failed to provide demographic information and those surveys was rejected, as a result 22 control survey were conducted.

21All 126 participants took a 100 minutes, 25 questions multiple-choice final examination and the pass rates and average scores were tabulated.The control group (nc= 78) had a pass rate of 54% with a class average of 72.6 %. The experimental group (n(e) = 11 ) had a pass rate of 82% with a class average of 82 %. A two sample t-test was administered and Tukey comparison test was conducted. It was confirmed that the means were significantly difference so the hull hypothesis was rejected.

Results and DiscussionsPrimary Assessment InstrumentThe control group (Nc= 116) had a pass rate of 54% with a class average of 72.6 %. The experimental group with N(total) = 11 had a pass rate of 82% with a class average of 82 %. A two sample t-test was administered and Tukey comparison test was conducted. It was indicated that the variation in means was significant.

22The experimental team had a regiment of virtual interactions. The instructional team as well as participants served as peer facilitator. A minimal scaffold was employed with a moderate testing regime. Our rubric describes entry types as follows: Content conceptual (3 degrees)Content contextual (3 degrees)Content procedural (3 degrees) Informational attitudinalInformational - general

Results and DiscussionsVirtual InteractionsYuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

23Yuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

Results and DiscussionsVirtual Interactions proceduralYuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

24Simple factoring in the context of polynomial expressions is backwards from distributing. That is, instead of multiplying something through a parentheses, you will be seeing what you can take back out and put in front of a parentheses, such as:2x + 6 = 2(x) + 2(3) = 2(x + 3)the trick is to see what can be factored out of every term in the expression. Warning: Don't make the mistake of thinking that "factoring" means "dividing something off and making it magically disappear". Remember that "factoring" means "dividing out and putting in front of the parentheses". Nothing "disappears" when you factor; things merely get rearranged.

Results and DiscussionsVirtual Interactions cont.Yuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

25Nia Petit-FrereJanuary 23, 2013I can't stop thinking about math while at work I kept checking my Facebook for post of math problems I just got off work I am running home to work on math problems that's how you know my professor did a great job at setting up great behavior.Ione Thomas thank you professor for the way you stretch us so we could see math in a different way and thank you for the confident you have in us keep up the good work.

Results and DiscussionsVirtual Interactions attitudeYuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

26Danielle Alexis Yeah I said the same thing. I think that 4/5 x is the slope.January 8, 2013 at 8:01pm Like 1 Wiiz Kenisha Yea , I think do too , but I feel like its to easyJanuary 8, 2013 at 8:06pm Like 1 Danielle Alexis Yeah I know right. It was too easy .January 8, 2013 at 8:16pm Like 1Wayne D Russell see what can happens when you communicate.January 9, 2013 at 9:40am Like Wiiz Kenisha Lols

Results and DiscussionsVirtual Interactions generalYuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

27 Timothy HayesJanuary 8, 2013 New York, NYNeed help with # 69 Wayne D Russell

Results and DiscussionsVirtual Interactions domain

Yuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

28Seen by everyoneRashonda Smileyy Moore They gave you x so plug it into the equation n you have yJanuary 8, 2013 at 3:44pm LikeRashonda Smileyy Moore 2(0)-3 = -3 so your ordered pair is (0,-3)January 8, 2013 at 3:45pm Like 1Ebon Wright that helped them out as well thanks Rashonda MooreJanuary 8, 2013 at 4:08pm LikeRashonda Smileyy Moore Your welcomeJanuary 8, 2013 at 4:35pm Like 1Timothy HayesJanuary 7, 2013 New York, NYOkay this must be the answer Results and DiscussionsVirtual Interactions FB string-1Yuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

29Ayanna JosephJanuary 6, 2013This is my answer for number 11. Can someone explain to me what I did wrong?

Results and DiscussionsVirtual Interactions FB string -2

Yuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

30Wayne D Russell PEMA do the stuff in the innermost (nested) parentheses first then you multiplyJanuary 6, 2013 at 3:47pm LikeAyanna Joseph Oh yea I missed a step. ThanksJanuary 6, 2013 at 3:48pm LikeWayne D Russell 3X- 2(4X-7) should be the 3rd lineJanuary 6, 2013 at 3:49pm LikeDenzil Mayjah Vybz to add to what Mr. Wayne D Russell said, you use the number closest to the brackets to multiply.January 6, 2013 at 3:49pm LikeWayne D Russell yes you are distributing or multiplying by -2 thereafterJanuary 6, 2013 at 3:50pm Like

Results and DiscussionsVirtual Interactions FB string-2Yuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

31Wayne D Russell 3X -8X-14January 6, 2013 at 3:50pm LikeAyanna Joseph I didn't ask for the answer. I just forgot to combine the like terms in the parenthesis. But ThanksJanuary 6, 2013 at 3:50pm LikeWayne D Russell then add like termsJanuary 6, 2013 at 3:51pm LikeAyanna Joseph Okay I got this.January 6, 2013 at 3:51pm LikeWayne D Russell cool - we got u.January 6, 2013 at 3:52pm Like 1Tisha V. Joseph Which package is that from ayannaJanuary 6, 2013 at 7:02pm Like

Results and DiscussionsVirtual Interactions FB string-2Yuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

32Our survey revealed that all our participants of the experimental group N(exp) = 11 , felt positive about the exercise. Two participants invited members from another math class but unfortunately, we had to reject the requests. The survey indicated that participants were excited and confident that they would do well in the final exam.Of the 20 persons who responded to our survey, 10 out of the 20 (50%) felt that they were adequately prepared for the final exam; 6 out of 18 (30%) were neutral and 3 out of 20 (15%) had negative feeling about their preparation for the final exam.

Results and DiscussionsVirtual Interactions SurveyYuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

33Question 2How was writing about math and mathematical concepts different from your previous experiences when dealing with the subject?Responses:It was different because my previous experiences with math was a little difficult sometimes I cant understand what the teaching was saying, but I am having fun learning about math.The experience was different, it was easier understood.

Results and DiscussionsQuestionnaireYuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

34Writing about Math and mathematical concept was different from my previous experiences, the material we used in class was helpful and more easily understood. I had the opportunity last semester of being taught mathematics using the traditional it was not easily understood. This style of teaching assist , I now have a liking for the math.

Math and mathematical concepts are different from my previous experience, because I was taught in Elementary the teachers was not giving full details and was given short ways of doing mathematical problems which made it difficult to understand (E.N).

Results and DiscussionsQuestionnaireYuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

35Writing about math was extremely difficult at first; however, when I enter Math 010 having a professor who broke down all the concepts by showing me different techniques; It made it possible for me to understand the math. As a result I saw great improvement in my quiz score.Writing about math and mathematical concepts is different from my previous experiences because I had previously learnt traditional way of copying notes from the board. In this math class we were given lots of other options to learn the Math.

Results and DiscussionsQuestionnaires- Students voicesYuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

36 Math and mathematical concepts are not only working with numbers but you learn definition of mathematical words and terms. I was able to have supports from my classmates and tutors. My previous experience when dealing with the subject was uneasy for me because I was not socializing enough at school which lead me to doubt myself.

I have a better understanding of math and mathematical concept after taking Prof. Russells Math 010 class. He provided individual assistance and assured each student fully comprehend the lesson for each session. Learning about different concept became much easy in Prof. Russell. Class I have acquire a love for math after being introduce to writing about math and mathematical concept in Prof. Russell Math 010 class. I have such an admiration for this unique way of teaching. (AV)

Results and DiscussionsQuestionnaires Students voicesYuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

37 The National Center for Education Statistics, (NCES) continues to identify Mathematics as one of the more challenging subject for first-year undergraduate students in public Institution of Higher Education (IHE). Although trends for the 2007-2009 developmental math enrolment has decreased from a larger percentages of first-year undergraduate female students reported enrollment in Developmental courses in 200708 than in 200304 (25 vs. 23 percent). It is also reported that greater percentage of dependent undergraduates (26 percent) reported enrollment in developmental courses, compared to independent 20 percent.

ConclusionOur realityYuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

38Zan (2002) argued that in order to study mathematics, it is important not only to be able to recognize what we did not understand but more importantly - why. This is one factor that is not often stressed in the typical mathematics classroom. By introducing a social media platform we are better able to address some of these questions. This is particularly important to the non-traditional students who might have myriad of unanswered questions. I am convince that social media can be used as an instructional platform to increase dynamic self-regulated learning. It provides a space were the learner can self-regulate, increase social interaction and in doing so develop a voice that facilitates higher order elaborations. .

ConclusionOur Students realityYuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

39Students often perceive their mathematical knowledge as something that someone in authority has told them or shown them. As long as students seek approval from an external authority, their own thoughts and beliefs will remain hidden (Schifter & Fosnot, 1993).

According to the NCES 2013, developmental education is certainly costly. States spend tens of millions of dollars on remediation, and very rough national estimates suggest that well over $1 billion a year are spent on these services. .

ConclusionThe simple factsYuderca AriasJanuary 10, 2013Factor 3x 12. The only thing common between the two terms (that is, the only thing that can be divided out of each term and then moved up front) is a "3". So I'll factor this number out to the front:3x 12 = 3( )When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

40This sense of ownership is critical for extracting knowledge and higher metacognitive skills that are required for a deeper understanding of mathematical concepts. According to Schunk & Zimmerman (1994): The construct of self-regulation refers to the degree that individuals are metacognitively, motivationally, and behaviorally active participants in their own learning process (p. 3).

ConclusionThe realityThis research is particularly poignant for non-tradition students as they constitute the new at-risk population in higher education. If we, as educators and researchers, are able to create an educational design that increase contact time, while providing a pedagogically rich, perpetual virtual platform that facilitate knowledge construction we would have done our part in creating a better democracy.

When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

41This research is particularly poignant for non-tradition students as they constitute the new at-risk population in higher education.

If we, as educators and researchers, are able to create an educational design that increase contact time, while providing a pedagogically rich, perpetual virtual platform that facilitate knowledge construction we would have done our part in creating a better democracy.

ConclusionRemember RousseauThis research is particularly poignant for non-tradition students as they constitute the new at-risk population in higher education. If we, as educators and researchers, are able to create an educational design that increase contact time, while providing a pedagogically rich, perpetual virtual platform that facilitate knowledge construction we would have done our part in creating a better democracy.

When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

42This research is particularly poignant for non-tradition students as they constitute the new at-risk population in higher education. We argue that social media can serve as a supplemental instructional platform to increase dynamic self-regulated learning. We argue that this platform can positively impact performance and retention rates.If we, as educators and researchers, are able to create an educational design that increase contact time, while providing a pedagogically rich, perpetual virtual platform that facilitate knowledge construction, we would have done our part in creating a better democracy.

ConclusionRemember RousseauThis research is particularly poignant for non-tradition students as they constitute the new at-risk population in higher education. If we, as educators and researchers, are able to create an educational design that increase contact time, while providing a pedagogically rich, perpetual virtual platform that facilitate knowledge construction we would have done our part in creating a better democracy.

When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

43We have actively been conducting this research for 3 regular semesters and 2 intercessions. We have just over 350 students who have been involved this exercise, a more defined rubric and more detail metrics.

We hope to include a Conceptions of Mathematics Inventory-Revised (CMI-R) and we will be ready to present our findings in Fall 2014.

Thank you.

Further ResearchRemember who we serve.This research is particularly poignant for non-tradition students as they constitute the new at-risk population in higher education. If we, as educators and researchers, are able to create an educational design that increase contact time, while providing a pedagogically rich, perpetual virtual platform that facilitate knowledge construction we would have done our part in creating a better democracy.

When I divided the "3" out of the "3x", I was left with only the "x" remaining. I'll put that "x" as my first term inside the parentheses:3x 12 = 3(x )When I divided the "3" out of the "12", I left a "4" behind, so I'll put that in the parentheses, too:3x 12 = 3(x 4)This is my final answer: 3(x 4)

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