SUCCESS WITH DEVELOPMENTAL MATHEMATICSIN A SMALL LEARNING

COMMUNITY

Arlene Rogoff Elizabeth RamosUnion County College

From AMATYC News: March, 2009Rikki Blair – President “Is Developmental Algebra Working?”

57% of all two-year college mathematics enrollments was “precollege level” in fall 2005. This was a 21% increase from fall 2000.

Also mentioned in the same article: initiatives like learning communities “have increased achievement of student learning outcomes in mathematics.”

National and local studies show the single strongest predictor of retention from first to second year of college is taking and passing a math class in the first year.

Beyond Crossroads states:

Quantitative Literacy outcomes should be woven into every mathematics course and as many other college courses as possible.

Union County College• Union County College is the oldest community

college in New Jersey.

• In 2008, Union County College celebrated its 75th Anniversary.

• Union County College is a federally designated Hispanic-Serving Institution under Title V.

• Our students come from 80 different countries and speak 334 languages.

• In 2007, the U.S. Department of Education awarded the college a $2.7 million five-year Title V grant to implement researched-based strategies designed to increase the academic success and retention rate of our students.

• This new program was implemented in January, 2008 as part of a college-wide initiative within the Center for Student Success.

• This multi-year project uses a holistic approach to address the academic needs of students during and after their first year.

• The UCC Foundation will match $125,000 of federal dollars over the five-year period to create an endowment to provide long term fiscal stability and plan for institutionalizing aspects of the grant project.

•A central component of the program is the establishment of Learning Communities.

•Designated sections of Developmental Math, Developmental English and English Composition for speakers of other languages are paired with sections of UCC 101 (the First Year Seminar Course.)

• In September, 2009, a new pairing of Developmental Math and Developmental Writing was established.

•Another major component is the professional development activities for staff and faculty.

Professional Development

• Teacher Training Workshops

• Best Practices Workshops

• Webinars

• Each year, a speaker of national note will be invited to speak. Some of our speakers have been:

Dr. Vince Tinto Dr. John Gardner

Dr. Carolyn Hopper Dr. Pat Grove Dr. Wendiann Sethi of Seton Hall University Diane Lerma led an AMATYC MAC2 workshop

How is a Learning Community Different From A Traditional Approach?• Students are registered for 2 paired classes together

• Instructors coordinate coursework in the form of shared assignments

• Instructors communicate with each other regularly

• Tutoring is available with a designated Learning Community tutor.

• Counseling is available with a designated Learning Community counselor.

Additional Differences:

•Learning Community classes are smaller

•Learning Community classes have a technology component that has been incorporated through Pearson Publishing called My Math Test

•Learning Community Professors are compensated 1 credit each semester

Team Members• Project Director• Coordinator of Professional Development and Peer Mentoring• Two full time and one part time counselor• Coordinator of Supplemental Instruction and Tutorial Services• Secretary• VP of Student Services• Two coordinators of the First Year Experience• Coordinator of Developmental English• Coordinator of Developmental Math• Coordinator of ESL• Director of Counseling Services• Dean of Enrollment Management• Assistant Director of Libraries• Director of Academic Learning Center• English Professors• Math Professors• UCC 101 Professors

Benefits of Being in a Learning Community

• Part of a special community with other students

• At least 2 classes with the same students

• Get to know and form friendships with fellow Learning Community students

• Support system consisting of faculty, tutor, mentor, and counselor

• More communication with faculty

• Continued relationship with the program during the 2nd year at Union County College

Shared Assignments• Math Diagnostic Inventory

• Math Autobiography

• Response to Math Myths

• Math Journals

• Stand and Deliver/Math is a Four -Letter Word

• Individual Presentations/Group Presentations

• Write the Solution

• Writing a Children’s Book

• How to Study For A Math Test

Math Study Skills: Diagnostic InventoryRate your achievement of the following statements by rating yourself 3 for almost always, 2 for sometimes, 1 for almost never, 0 if you have never even thought about doing what the statement says.

Selecting a Math Class

1. I schedule my math class at a time when I am mentally sharp.

2. When I register for a math class, I choose the best instructor for me.

3. If I have a choice, I select a math class that meets three or four days a week instead of one or two.

4. I schedule my next math class as soon as possible after I have completed the current course.

5. I am sure that I have signed up for the correct level math course.

During Math Class1. I come to class on time and even try to be early.

2. I sit as close to front and center or the room as possible.

3. Before class starts I review my notes

4. I never miss class.

5. If I must miss class, I get clear accurate notes and homework assignment and try to work assignment before the next class.

6. I make a conscious effort to focus each class period.

7. My goal for each class is to learn as much as possible.

8. I try to find a way connect new concepts to what I already know.

9. I take good notes in class.

10. I have a method for taking good notes.

11. I ask questions when I don't understand.

12. If I get lost, I identify where I got lost.

13. I attend additional classes if I need to go through it again.

Time and Place for Studying Math 1. I study math every day.

2. I try to do my math homework immediately after math class.

3. I have a specific time to study math.

4. I have a specific place with few distractions to study math.

5. I do my math homework in the lab where I can get help.

6. I am careful to keep up to date with my math homework.

7. I study math at least eight to ten hours a week.

8. I study in short sessions 45-65 minutes.

Study Strategies for Math Class

1. I read my math textbook before I come to class.

2. If I have trouble understanding the textbook, I find an alternative text.

3. I take notes in math class.

4. I am careful to copy all the steps of math problems in my notes.

5. I ask questions when I am confused.

6. I go to the instructor or lab when I am confused.

7. I try to determine exactly when I got confused and exactly what confused me.

8. I review my notes and text before beginning homework.

9. I work problems until I understand them, not just until I get the right answer for homework.

10.I use flash cards for formulas and vocabulary.

11.I develop memory techniques to remember math concepts.

Math Tests

1. I preview the test before I begin.

2. Before I begin taking the test, I make notes on the test of things such as formulas that I might need or forget.

3. I begin with the easy questions first.

4. I take the full amount of time allotted for the test.

5. I carefully check or rework as many problems as possible before I turn in my test.

6. When tests are returned, I keep a log of the types of mistakes I made—concept errors, application errors, careless errors.

7. I keep up to date so that I don’t have to cram the night before a test.

Anxiety

1. I believe that I can succeed in math class.

2. I have study partners in my math class.

3. I find out as much as possible about each test.

4. I take practice tests.

5. I know several good relaxation and breathing techniques.

6. I am comfortable asking for help.

Here's How To Use Your ScoreIf your score is 130-150, give yourself an A. You are using the study skills you need in order to be successful in math.

If your score is 110-129, give yourself a B. You are using good math study skills. Choose a few strategies to work on each day, and you will be well on your way to an A.

If your score is 85-109, give yourself a C. Your study skills are average. If you want an A, choose one or two strategies in each category to work on until you are using most of the strategies described in the inventory.

If your score is below 85, you are probably having a difficult time in math class. Math may not be your trouble! More than likely, your main problem is the study strategies you are using (or not using). Make yourself do as many of the fifty things listed as you can.

Math Autobiography – Part 1

Math Autobiography – Part 2

Autobiography I“When I think of math I automatically put a guard up as if I already know that it is going to be a challenge for me.”Autobiography II“Now that the end of the semester has arrived I feel more confident in my knowledge of math.”

Autobiography I“The last time I took math was about a year and a half ago. If you don’t keep studying it on a everyday basis you tend to forget it.”Autobiography II“Compared to the beginning it was easy, but on certain lesson’s it would get harder for me to do some problems, but in the end I would get the hang of it by the end of class.”

Autobiography I“I just never understood the whole math thing. Honestly, I don’t like math at all, not one bit.”Autobiography II“Math in the beginning was very hard and it would make me want to breakdown. I never thought that I would be able to get math in any way. This course has opened my eyes to try a harder math.”

Me, Myself, & Math

“I get very confused in math and end up giving up because it’s hard for me.”

“Now, I really enjoy math. It’s outstanding how I have improved so much. I compare math to solving a mystery or a puzzle, and the reason is because I like solving games and puzzles.”

Math: The Scariest Subject

“In elementary school the teachers separated the students that didn’t do will in math in a group, and I was in that group.”

“As I approach the end of the semester, I feel so secure about math…now I don’t have to worry about if I passed a test, because I have the confidence to already know that I passed it.”

MATH….AHH!!!

“All my life I have always been successful at everything, until math.”

“How I used to feel and how I feel now is completely different. I feel confident about math. When I hear we’re having a test, I’m like ‘OK’ as opposed to before when I would freak out.”

Math Myths  The University of Alabama

Center for Teaching and Learning

Performance in mathematics courses often is undermined by faulty beliefs regarding the subject and one’s own abilities. These erroneous beliefs — or Math Myths — hamper both effort and self-confidence and should be examined in order to acquire a more productive approach to mathematics.

The Genius MythThis myth involves the belief that people who are successful in math are smarter (and

maybe "better")than the rest of us. Somehow mathematical ability is viewed as higher or more

enlightened than otherabilities. For example, musicians may be embarrassed to be low in math skills, but

mathematiciansmay not be embarrassed if they have low music ability. It is important to place math

ability on thesame level as other abilities. There is no proof that one type of skill is better than

another.

The It-Should-Be-Easy MythSome people believe that those who do well in math find it easy and that if it is difficult,

one simplydoesn’t have a "math mind." The fact of the matter is that difficult math solutions do not

come quicklyor easily. Having difficulty in solving problems is not unusual. The only problems

mathematicians doquickly are those they have done before. Speed is not a measure of ability. It is the result

of experienceand practice.

The Using-Tools-Is-Cheating MythThis myth indicates that we’re not supposed to use our fingers or calculators or computers to do math. Since when is using tools to make a task simpler cheating? Without these tools, math really could become drudgery. And there is nothing wrong with counting on fingers as an aid to doing arithmetic. This process actually indicates an understanding of arithmetic — more understanding than if everything were memorized.

The Good Memory MythThis myth implies that a phenomenal ability to recall formulas is necessary for the mastery of math. Learning math, however, does not require an exceptional memory. Instead, knowing math means that concepts make sense to you, and rules and formulas are understood.

The Gender MythThe Gender Myth is based on the faulty belief that men are better in math than women. Research has failed to show any difference between men and women in mathematical ability. There are, however, cultural pressures on women "to be less interested" in mathematical careers. There are also subtle pressures on women not to be smarter than men in math. As a result of this social conditioning, men are often reluctant to admit they have problems; so, they express difficulty with math by saying "I could do it if I tried." Women are often too ready to admit inadequacy and say, "I just can’t do math."

The Who Needs it Anyway MythFinding math difficult, some people rationalize that only a few fields — like engineering — require math skills. Certainly, this myth is not true if we think about all the everyday math skills we use. And, of course, many career fields — from Agriculture to Zoology — use quite a lot of math. Additionally, in studying math, we learn a way of thinking that is a valuable transferable skill.

The Magic Key MythThis myth maintains that there is a magic key or general insight into understanding all math problems. There is, however, no formula, rule, or general guideline which will suddenly unlock the mysteries of math. If there is a key to doing math, it is in overcoming anxiety about the subject, dispelling restrictive myths, and applying the same effort and skills you use to do everything else.

Journal Prompts• Why do some students take developmental math, and some do not?

• What are two positive reasons to take developmental math?

• Why are students afraid of math?

• What techniques might students use to conquer their fear of math?

• Why is MAT 011 a necessary course at UCC?

• What will a student gain from taking MAT 011 at UCC?

• Why would a student try to do as well as possible in MAT 011?

• How does MAT 011 prepare students to be successful in college?

Stand and Deliver Circle the multiple choice answer that you think is the best one for you and complete

the following written parts.

• Consider the math background (knowledge of math) of the students in the movie at the start of their first math class. When you started high school how did your math background compare to those students in the movie?

a) worse than b) about the same as c) better than  • Your socio/economic (i.e. money and homelike) situation is ? those

students in the movie. a) worse than b) about the same as c) better than

 • Besides having an inspirational teacher and that the students were

naturally “smart”, why do you think those students had the desire to work so hard on math (going to class 1 hour before school, giving up vacations and going to summer school)? (i.e. why was math so important to them)

 

Stand and Deliver – page 2• If there was something that you desired but it would

take a lot of effort or work to achieve it, would you1. forget it and not try anything that was hard or took a lot of effort2. give it a try but stop if it got too tough3. work at it and if it got hard keep trying4. if none of these, then explain what you would do:

_____________________________________________________  

• One message of the movie for teachers is to set high expectations and goals for their students. Summarize what you would say is one (or more) message the movie is making for students. 

________________________________________________

Problems for Group Presentations• Purple is a mixture of the primary colors red and blue. A certain shade of purple

paint requires 6 parts red to 7 parts blue. If you have 16 quarts of red paint, how many quarts of blue paint do you need to make the desired shade of purple? How many quarts cans of blue paint do you need to buy?

• A videocassette recorders uses 2 meters of tape in 3 minutes when set on extended play. To determine how many minutes a tape that is 240 meters long can record on extended play, one student wrote the proportion :

Explain why this proportion is incorrect. Then write a correct proportion. • Your math class included 15 girls and 10 boys. Two new students, a girl and a boy,

enroll in your class. Your friend says the ratio is the same as before. Explain why your friend is not correct.

• You need to buy 10-lb. of rice. A 2-lb. costs $1.29. A 10-lb. bag costs $6.99. You want to buy a 10-lb. bag so that you have fewer items to carry. Your friend thinks buying five 2-lbs. bag is a better deal because the unit rate is lower. Is your friend correct?

2

3 240

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WRITING THE SOLUTION TO A MATH PROBLEM

Instructions:

Write out the complete solution for one of the problems from the chapter 4 review.

You will receive extra credit if you create a poster and present it to the class.

Here is an example of a complete solution:

Add: 2 5

3 6

To add fractions, we need to have a common denominator

Since 3 is a factor of 6, 6 is our lowest common denominator

The first fraction needs to be changed to an equivalent fraction with 6 as its denominator

We accomplish this by multiplying the numerator and the denominator by the same number, 2.

2(2) 4

3(2) 6

Now we can add the fractions:

4 5 9

6 6 6

To add fractions, we add the numerators but keep the denominator the same

Since the result can be reduced, we must reduce it to lowest terms.

This is accomplished by dividing the numerator and denominator by the same number, 3.

9 3 3

6 3 2

This is an improper fraction and may be changed to a mixed number

by dividing the numerator by the denominator. We will get 112

Either answer is acceptable if nothing is specified.

Writing A Children’s Book

• This is a brief description of a linked class project created by Tracy Abar (Math 011) and Noel Fiarotta (UCC 101)

• ELEMENTARY SCHOOL MATH STORIES: Students are to be divided into groups of 4 or 5 with an attempt to include 1 artistic student in each group. The groups are then given a list of mathematics topics which were culled from the New Jersey State Standards. Each group is to create a story that teaches the chosen topic. They are not creating math instruction books but stories that have imbedded mathematical concepts such as in the book The Doorbell Rang by Pat Hutchins. When the books are completed, the students will walk over to a local elementary school and read their stories to third grade classes. In the future I would like to have a worksheet created by the students that can be handed out after each story is read that will question the listeners on both the story and the mathematical concepts.

Number of 011(Prealgebra) and 015 (Elementary Algebra-part 1) classes•Fall 2008: Math 011: 74 classes + 5 LC sectionsMath 015: 23 classes + 1 LC section

•Spring 2009:Math 011: 59 classes + 4 LC sections

•Fall 2009:Math 011: 77 sections + 6 LC sectionsMath 015: 32 sections + 1 LC section

PERCENTAGE OF PASSING MATH STUDENTS

LC vs. NON-LC

MAT011 / MAT015

NUMBER OF STUDENTS PASSING  

NUMBER OF STUDENTS PASSING

LC MATH   NON-LC MATH

 

TOTAL NUMBER %   TOTAL NUMBER %

ENROLLED PASSED PASSED   ENROLLED PASSED PASSED

 

FALL 08 106 55 52%   FALL 08 1928 824 43%

SPRING 09 67 29 43%   SPRING 09 1818 673 37%

 

TOTAL 173 84 49%   TOTAL 3746 1497 40%

 

 

Comments By Students – Fall 2008What was the best thing about being in a Learning Community?

•  Helping students identify services, programs, and activities that are available to them

• There are many people who can help you with any subject

• Different teacher. Same classmates. It was very comfortable to meet with the same people

• twice a week

• Same set of classmate in the two classes really helped me to be spontaneous in class

• Knowing more people, improving my reading and writing skills

• We have more time to know each other. Since the assignments were combined, we had less work and got a better understanding in the subject

• We had the opportunity to share two classes with the same people helping us integrate• more with our classmates. It helped us adapt to the college environment

• Getting to know what UCC has to offer

• The way that professor approached us and explained every subject in the class her dedication to make sure we understood and shared new ideas

Comments Continued• Being around others who were learning the. same thing help motivated me to

succeed

• The best thing about being in a learning community was everything. My classmates and professors and mentor gave me encouragement to try my hardest to succeed

• The two classes repeatedly worked together. The same people were in both the classes so it was easier to communicate

• The learning community allowed me to form a relationship with my fellow students and professors. It was a great experience because it allowed me to feel comfortable in and out of the classroom

• I was able to learn to study in a group with my classmates, and since it was in a learning community, we became friends because we were in the same classes twice.

• The learning community taught me strategies to work at my own pace, but to finish on time. Also, it has helped me feel confident for my basic skills tests in Math, English, Reading, and Writing.

• I found the Learning Communities very productive. It helped me with every class. I believe it is fundamental to achieving success in college

Comments Continued• The best thing about the learning community is that we as a class have our own

mentor within the class periods, our own tutor within the class periods, and our own counseling person

• Honestly, I feel the best thing about being in a Learning Community was all the support offered to me throughout the course. As a freshman, I was learning to adapt to college and for someone to actually be there for me it was good. My class mentor would text or email me and keep me posted on things I needed to know. She would also help me with work I misunderstood. The counselor gave me solutions to problems I encountered

• The idea that there was always someone I could go to for help, whether it was a tutor a professor or even just a fellow classmate

• It helped me learn how to manage my time and meet people

• The best thing about the learning community was having our own mentor and counselor. The teamwork of the professors helped me understand the course

• The best thing I think it was that I learn about all the services UCC had to offer us. I met other students that like me are facing the same issues and challenges such learning a new language and adapting in a new system of education.

Comments Continued• The best thing about being in a Learning Community is it gives you the opportunity to

learn more and gain completely new ideas.

• The best thing being in a Learning Community is that you would have the opportunity to learn completely new ideas. Secondly, I feel protected and safe in Learning Community

• That everybody can learn from everybody. Each person has different point of view and you can see things a different way.

Do you think if you had read these comments before you signed up for the Learning Community that it would have encouraged you to take the paired classes? If so, please look over these comments and consider how you would describe your positive feelings about being in this. Learning Community. Imagine you are writing this for a student who is thinking about taking a Learning Community and needs to know why and how it will make a difference. Go into as much detail as you can to explain why this Learning Community worked for you. Please list your answers below.

Conclusions•The overall objective of this activity is to

increase academic preparation and persistence of first year students by improving academic skills through increased engagement in a learning community.

•There is an overwhelming feeling of success after our first year even though the numbers do not yet reflect this to the desired extent.