NADE 2013 - Math Redesign What Works for Us
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Transcript of NADE 2013 - Math Redesign What Works for Us
Most experts on technology utilization in the classroom agree with the maxim that pedagogy is more important than technology. No amount of technology will substitute for a poorly designed course.
Hunter R. BoylanWhat Works: Research-Based Best Practices in Development Education (2002)
Pre-Redesign ModelPre-Redesign Model
The Way it WasThe Way it Was 2001 set up Academic Support Center
Limited class size to 30 students.
3 credit M090 Introductory Algebra
4 credit M095 Intermediate Algebra
1050 students in program
Used InterAct Math/MathXL
Still frustrated with the results
PicturesPictures
FrustrationsFrustrations
Some students were doing all the homework but they weren’t learning.
Some students didn’t complete the homework but took the test anyway and failed.
Life happened and students missed class and homework. They continued to fall further behind and eventually withdrew or failed the semester.
Students, who had seen the material before and thought they knew how to do it, didn’t take the class seriously at first and fell behind and couldn’t catch up.
Students who had good skills would answer all the questions and intimidate weaker students.
Attendance
What We Wanted…..What We Wanted…..Mastery Learning
Retain the classroom environment
Avoid repeating an entire semester
Test out of material they already know
Give students the opportunity to complete the developmental math series in one semester
Modularizing & Accelerating
Review & AssessmentFirst Week of Classes
Time Block 1 Time Block 2
Time Block 3 Time Block 4
15-Week Semester
60-Minute Classes
Time Blocks
Final ExamFinal Exam Week
Modules Module
A
Module B
Module C
Module D
Module E
(Final Exam)
Multiple Entry Points Single
Exit Point
Introductory Algebra Material
Intermediate Algebra Material
How We Use TechnologyHow We Use Technology
• Best practices• Careful assignment design• Limit attempts – problems/quizzes• Personalized homework before quiz retakes• Disabled “Example Problem”• Pooling questions• Essay format to show work• Combine with paper/pencil homework & tests
HW/Quiz/TestDue DatesDifficulty
What’s the Verdict?What do the numbers from our PILOT and our M098 say?
INTRODUCTORY ALG Pass Rates
Traditional Course
Piloted Course
M098Course
50% 64% 65%
INTERMEDIATE ALG Pass Rates
Traditional Course
Piloted Course
M098Course
70% 58% 70%
Final Exam Scores
Traditional Course
Piloted Course
M098Course
73% 88% 89%
Early Completion Rates
Intro AlgPortion(< 1 year)
Inter AlgPortion
(< 1 semester)
Traditional n/a n/aPilot 35% 30%
M098 46% 24%
What Happens Next?After 1 year, where are these students?
Persistence into College-Level Math
Intermed. Algebra
PilotedCourse
M098Course
67% 73%* 70%
Pass Rates in College-Level Math
Intermediate Algebra
Pilot/M098
2009-2011 67% 69%2011-2012 81% 81%
Began in Dev. Math, Passed College-Level Math
Began In Intro Inter M098Pass, Persist,
Pass 19% 38% 38%