TAMU MATH 06CTAMU MATH 06C

Where are we?Where are we?

Were are we going?Were are we going?

What’s new?What’s new?

TodayToday

Department demographicsDepartment demographics Technology – yesterday, today, and Technology – yesterday, today, and

tomorrowtomorrow Diagnostic testDiagnostic test Problems to solveProblems to solve

DemographicsDemographics

Core coursesCore courses Engineering CalculusEngineering Calculus Math educationMath education Math serviceMath service Math majorMath major Math graduateMath graduate

Math Enrollment - SummaryMath Enrollment - Summary

Course Type Enrollment PercentageCore Mathematics 5978 51.3%Engineering Calculus 3034 26.0%Math major - Years 1-2 436 3.7%Math - Service 919 7.9%Math - Education 371 3.2%Math major - Years 3-4 413 3.5%Graduate - service 178 1.5%Graduate - MS and PhD 324 2.8%Total Enrollment 11653

Fall 2006

Core Courses Core Courses ++

Course section average section average Difference102 1 37 1 70 -33103 1 23 1 47 -24131 6 91 5 106 15141 37 73 33 83 -37142 11 85 10 91 24150 35 22 24 21 268

Fall 2006 Fall 2005

Engineering CalculusEngineering Calculus

Course section average section average Difference151 51 28 45 30 97152 23 29 23 27 56251 11 74 11 64 119253 5 24 6 23 -22

Fall 2006 Fall 2005

Math Major – Years 1-2Math Major – Years 1-2

Course section average section average Difference170 4 15 3 20 -2171 5 27 5 32 -24172 2 37 2 34 6220 4 17 4 23 -21221 2 34 2 36 -4222 2 18 1 23 12

Fall 2006 Fall 2005

Math - ServiceMath - Service

Course section average section average Difference302 3 29 3 31 -6304 5 35 4 34 38308 14 35 11 46 -22311 6 29 7 31 -49

Fall 2006 Fall 2005

Math - EducationMath - Education

Course section average section average Difference365 4 45 4 44 4366 3 26 3 33 -20367 1 47 1 47 0368 1 28 1 40 -12375 1 3 1 8 -5403 2 18 2 29 -22

Fall 2006 Fall 2005

Math MajorMath Major

Course section average section average Difference325 1 38 1 38 0407 1 20 1 22 -2409 4 14 4 15 -2411 1 27 1 25 2412 4 13 2 27 -1415 2 16 2 14 3417 2 12 2 21 -17425 1 22 -22

Fall 2006 Fall 2005

Math MajorMath Major

Course section average section average Difference427 1 12 -12442 1 23 1 20 3446 2 9 2 9 0467 2 14 2 13 2470 2 33 2 18 31485 3 1 3 1 -1489 1 10 3 10 -21490 1 9 1 15 -6491 4 2 2 2 3

Fall 2006 Fall 2005

Math MajorMath Major

Course section average section average Difference427 1 12 -12442 1 23 1 20 3446 2 9 2 9 0467 2 14 2 13 2470 2 33 2 18 31485 3 1 3 1 -1489 1 10 3 10 -21490 1 9 1 15 -6491 4 2 2 2 3

Fall 2006 Fall 2005

OverviewOverview

Technology tools for guided instruction Technology tools for guided instruction Technology in engineering calculus and beyond.Technology in engineering calculus and beyond.

MATLAB and Maple MATLAB and Maple Technology efficacyTechnology efficacy

Video streaming technology. Video streaming technology. Conferencing technology - how it can be appliedConferencing technology - how it can be applied Mathematics courses online. Mathematics courses online. Diagnostic tools and placement. College Diagnostic tools and placement. College

readinessreadiness

Online Homework SystemsOnline Homework SystemsiLrniLrn

Used in several coursesUsed in several courses Full detailed solutions availableFull detailed solutions available Problems assigned by themselves or Problems assigned by themselves or

a iLrn experta iLrn expert Create your own problemsCreate your own problems Create sample examsCreate sample exams User friendly to assignUser friendly to assign

Online Homework SystemsOnline Homework SystemsTeaching ToolsTeaching Tools

Used for Math 151 – non STEPS Used for Math 151 – non STEPS programprogram

Problems assigned by an expertProblems assigned by an expert

Online Homework SystemsOnline Homework SystemsMyMathLabMyMathLab

Walks the students through a sample problem Walks the students through a sample problem step by step, checking the student’s answers at step by step, checking the student’s answers at each step.each step.

Quick Time videos that accompany selected Quick Time videos that accompany selected problemsproblems

Gives the students a chapter study plan.  So, a Gives the students a chapter study plan.  So, a student can work some problems and MML will student can work some problems and MML will help them determine their strengths and help them determine their strengths and weaknesses within the chapter.weaknesses within the chapter.

Sample tests for each chapterSample tests for each chapter Create your own problemsCreate your own problems

Online Homework SystemsOnline Homework SystemsMyMathLabMyMathLab

Animations accompany selected problemsAnimations accompany selected problems Full detailed solutionsFull detailed solutions Online training sessions for instructorsOnline training sessions for instructors     Instructors can add columns to the Instructors can add columns to the

gradebook for offline assignments (like in gradebook for offline assignments (like in class quizzes).  This allows the instructor class quizzes).  This allows the instructor to post all the students grades online.  to post all the students grades online. 

  Easy to useEasy to use     Excellent tech support for both instructor Excellent tech support for both instructor

and student.and student.

Math 151/152 --- STEPS vs. non Math 151/152 --- STEPS vs. non STEPSSTEPS

STEPS seeks to STEPS seeks to Increase motivation of first year Increase motivation of first year

studentsstudents Improve quality and engagement in Improve quality and engagement in

math engineering and physics.math engineering and physics. Increase retention and academic Increase retention and academic

performanceperformance

Math 151/152 Math 151/152 STEPS vs. non-STEPSSTEPS vs. non-STEPS

Steps does this by usingSteps does this by using

Clustering/cohortsClustering/cohorts Common sections Common sections Common exam scheduleCommon exam schedule Engaging faculty to engage students Engaging faculty to engage students

Engineering Calculus Engineering Calculus TechnologyTechnology

MapleMaple 10 years +10 years + Symbolic capabilitiesSymbolic capabilities Excellent graphicsExcellent graphics MapletsMaplets

MATLABMATLAB 4 years4 years Engineering preferredEngineering preferred Pure computing powerPure computing power Superior graphicsSuperior graphics

Engineering CalculusEngineering Calculus

Pros and Cons of MaplePros and Cons of Maple SymbolicSymbolic Easy to learnEasy to learn Symbolic capabilities/Excellent graphicsSymbolic capabilities/Excellent graphics MapletsMaplets Not widely used in industryNot widely used in industry Efficacy is not clearEfficacy is not clear

Engineering CalculusEngineering Calculus

Pros and Cons of MATLABPros and Cons of MATLAB State of the art algorithmsState of the art algorithms Great computing powerGreat computing power Widely used in engineering/industryWidely used in engineering/industry ProgrammingProgramming Symbolic capabilities are not simple to Symbolic capabilities are not simple to

applyapply Efficacy is not clearEfficacy is not clear

Video Streaming Video Streaming TechnologyTechnology

Current use: Current use: Problem sessionsProblem sessions Course lecturesCourse lectures Special tutorialsSpecial tutorials Centra sessionsCentra sessions

Projected useProjected use Full course contentFull course content Graduate coursesGraduate courses College readiness tutorialsCollege readiness tutorials

Conferencing SoftwareConferencing Software

Net MeetingNet Meeting Centra (160 licenses)Centra (160 licenses)

Live and interactive, Fully class enabledLive and interactive, Fully class enabled White boardWhite board Importable presentationsImportable presentations Recorded sessionRecorded session Application sharing.Application sharing.

Mathematics Courses OnlineMathematics Courses Online

Masters program ( M609, M614, Masters program ( M609, M614, M629, M640, M645-6, M660, M664, M629, M640, M645-6, M660, M664, M666, M696, M470, M451, M639)M666, M696, M470, M451, M639)

WebCalcWebCalc Finite MathFinite Math Applied CalculusApplied Calculus Math education (M689)Math education (M689)

Online Delivery ToolsOnline Delivery Tools

WebCT (full course management)WebCT (full course management) Respondus/WebAssign (testing, Respondus/WebAssign (testing,

survey)survey) Turnitin (authentication/verification)Turnitin (authentication/verification) Centra (conferencing)Centra (conferencing) Streaming video/audioStreaming video/audio

Diagnostic ExaminationsDiagnostic Examinations

PlacementPlacement College readiness – the buzzwordsCollege readiness – the buzzwords ResearchResearch

What has been done?What has been done? What has been learned?What has been learned? Where shall we go with this?Where shall we go with this?

In the Fall 2005 a diagnostic In the Fall 2005 a diagnostic test was administered to most test was administered to most

incoming students, and incoming students, and essentially all engineering essentially all engineering

students. students.

In this brief report we show the In this brief report we show the results and correlations of the results and correlations of the student diagnostic scores and student diagnostic scores and

final grades in final grades in Calculus I (Math 151) Calculus I (Math 151) Calculus II (Math 152) Calculus II (Math 152)

And other coursesAnd other courses

Math 151 – Engineering CalcMath 151 – Engineering CalcMath 151 - 05CGrade Count Cummulative Diagnostic Grade pointsA 206 206 0.80 4B 198 404 0.73 3C 143 547 0.67 2D 84 631 0.67 1F 60 691 0.59 0Q 17 708 0.59W 7 715 0.60Total 715 0.963 PearsonDiagnostic average 0.714 2.59 GPR

Grade Exclusion DWF 80D# 47 ABC 547F# 41 % success 87.2%OverallDWF 168 0.740ABC 547 0.586% success 76.5%

Math 152 - Spring 06

CountDiagnostic Average

Grade Points

Standard Deviation

A 134 135 0.82 4 0.095B 226 361 0.77 3 0.119C 265 626 0.75 2 0.114D 160 786 0.72 1 0.098F 155 941 0.69 0 0.132

940 Average = 0.752 R = 0.989GRP = 2.026

Math 152 – Engineering Calculus

Math 142 – Business CalcMath 142 – Business CalcMath 142 -05C

Grade Count Count Average Grade PtsA 148 148 0.753 4B 246 394 0.679 3C 160 554 0.622 2D 73 627 0.575 1F 94 721 0.582 0

NG 1 722 0.484Q 79 801 0.560W 0 801 -

801 0.95 PearsonDiagnostic average 0.647 2.39 GPR

Grade Exclusion DWF 219D# 0 ABC 554F# 28 % success 71.7%OverallDWF 247 0.683ABC 554 0.585% success 69.2%

Math 150 – Pre-CalculusMath 150 – Pre-CalculusMath 150 - 05C

Grade Count Cummulative Diagnostic Grade pointsA 59 59 0.644 4B 73 132 0.591 3C 87 219 0.574 2D 61 280 0.499 1F 89 369 0.460 0Q 22 391 0.479W 2 393 0.652

Total 393 0.987 PearsonDiagnostic average 0.541 1.870 GPR

Grade ExclusionD# 40 DWF 62F# 72 ABC 219

% success 77.9%DWF 174ABC 219

% success 55.7%

Math 131 – CalculusMath 131 – CalculusMath 131 - 05C

Grade Count Diagnostic Grade PtsA 68 68 0.730 4B 121 189 0.658 3C 48 237 0.596 2D 44 281 0.551 1F 22 303 0.617 0

NG 0 303 -Q 55 358 0.525W 4 362 0.774

362 0.78 PearsonDiagnostic average -all 0.628 2.56 GPRDiagnostic average - A-F 0.647Grade Exclusion ABC 237D# 0 DWF 103F# 22 % success 69.7%OverallABC 237 0.668DWF 125 0.551% success 65.5%

SummarySummary

Grade 131 141 142 150 151 171A 0.73 0.76 0.75 0.64 0.80 0.81B 0.66 0.67 0.68 0.59 0.73 0.73C 0.60 0.60 0.62 0.57 0.67 0.68D 0.55 0.55 0.58 0.50 0.67 0.68F 0.62 0.54 0.58 0.46 0.59 0.57

NG - 0.50 0.48 0.48 0.59 -Q 0.52 0.54 0.56 0.65 0.60 0.60W 0.77 -

Diagnostic Scores over Grades

The DiagnosticThe Diagnostic

Exponentials and Logarithms (EXPO)Exponentials and Logarithms (EXPO) Polynomials and factoring (POLY)Polynomials and factoring (POLY) Graphing - domain and shifting (GRPH)Graphing - domain and shifting (GRPH) Rational functions and complex Rational functions and complex

fractions (FUNC)fractions (FUNC) Trigonometry (TRIG)Trigonometry (TRIG) Power rules (POWER)Power rules (POWER) Problem solving (PROB)Problem solving (PROB)

The DiagnosticThe Diagnostic

Percentage ScoresTOTAL EXPO POLY GRPH FUNC TRIG POWER PROB

Math 151 64.60% 7.40% 13.20% 9.10% 8.20% 9.80% 9.00% 9.70%Math 150 41.60% 5.20% 9.10% 6.50% 5.20% 7.00% 6.20% 7.30%Math 150/151 55.20%Number of questions 4 6 5 5 5 4 4

M151 Pct correct 61% 73% 60% 54% 65% 74% 80%M150 Pct correct 43% 50% 43% 34% 46% 51% 60%Difference 18% 23% 17% 19% 19% 23% 20%

The National SceneThe National Scene

1.

Benchmarks SEC Overall Pre-Calculus 36.70% 33.00% 35.60%Algebra 26.00% 34.80% 30.40%Calculus for Business 27.00% 30.90% 28.40%Calculus for Engineering 31.30% 31.60% 31.40%

Study performed at the University of Kentucky. It included large state

universities.

Drop/Failure/Withdrawal Rates

Classroom problemsClassroom problems

Reduce class sizesReduce class sizes Monitor student services such as Monitor student services such as

help sessions and WIR more carefullyhelp sessions and WIR more carefully

Strategic problemsStrategic problems

Should we word towards a STEPS-like Should we word towards a STEPS-like format for our freshmen math major format for our freshmen math major courses?courses?

Should we for general committees for Should we for general committees for groups of courses? (e.g. 302, 304, groups of courses? (e.g. 302, 304, 308, & 311)308, & 311)

Technology problemsTechnology problems

More tech training for those that want it.More tech training for those that want it. Advanced Web building tools. Do we Advanced Web building tools. Do we

want to make them more available?want to make them more available? Should we standardize on a couple of Should we standardize on a couple of

e-learning platforms?e-learning platforms? Are graphing calculators helping or Are graphing calculators helping or

hindering mathematics learning?hindering mathematics learning?

Other problemsOther problems

???????? ????????