Discussion Notes on Math Initiative

The Math Department is carrying out a pilot program (CEMEC) in developmental math courses (Math 016 and Math 017) to explore the use of new material focused on developing student understanding of core math concepts, and providing an extra hour of instruction. The pilot program began in Spring 2007 and continues Fall, 2007. A report will be prepared in Spring 2008. Overall goals of the pilot program are available in another document.)

Lessons developed for the pilot program are reviewed and revised by faculty using them, based on how successful they seem to be in the classroom. The film portrayed a woman who was unable to pass her developmental math class after four attempts, but she had no time to study.

There are some sections of math (and English) developmental courses that show a 100% pass rate, but just because students pass does not mean they are really prepared to move on.

Developmental students are in a transitional stage, for a wide variety of reasons. Many do not know how to study on their own. How can students be helped to learn to do this in the classroom setting? The extra hour in CEMEC sections hopefully addresses this question.

A classroom setting that engages students seems to have an impact on how involved students are in the class, but what is the impact on student success?

CEMEC sections agreed on a common syllabus and are using materials that lend themselves to group work. Also time is spent on teaching students how to use the text.

Typically students have learned math by rote without any real understanding. CEMEC is an attempt to break that pattern and help students learn through understanding.

Many students come to the College without having a clear idea of what it means to be a college student—they don’t know what their job is. In the movie, no student said “Why do I have to take this course?” which we often hear from our students.

For developmental courses, teachers need special training in math education in order to address the educational needs of the students. Thus the Math Department should hire math education specialists. Math education specialists are the same people who have failed our students for 12 years in public school. Let’s not inflict them on our students here also.

The book Winning at Math, by Paul Nolting, is being used effectively in a developmental English class. The book helps students understand the differences between high school and college and gives good hints for success. Students in developmental English and developmental Math are often the same students. Is there a way to provide collaboration between developmental English and Math faculty? Linked schedules are very difficult to arrange.

Writing across the curriculum would be a good way to incorporate writing into math classes. How about reading across the curriculum? Students often have trouble with word problems, and stronger reading skills would help. How about math across the curriculum? There are math and reading education specialists who focus on K-12. This would not be helpful for adult learners found at the College. But specialists in adult remediation could be beneficial.

Hold forums to teach current faculty new pedagogical approaches. One Math faculty member gives points back to students on tests if they both correctly solve a problem they didn’t correctly solve on the problem, and explain in writing what they had done wrong previously.

Maybe there should be a developmental education division that deals with both math and English together and where students could learn how to be successful college students. Let’s not “ghettoize” developmental students by isolating them from academic departments. We don’t have a comprehensive orientation program that would address the differences between high school and college, study skills, etc. Instead some faculty make an effort to include these ideas in developmental classes. It’s hard to run a comprehensive orientation course for all students because of CCP’s size.

Crystal Jenkins in the movie had the math specialist as her teacher, but still could not pass the course. She didn’t have any time to study. The problems students face are big and no one has a solution. Otherwise we would know about it.

Success is usually defined in terms of pass rates. But this is very narrow. We can deliver pass rates, but what does it mean? Does it help students to badger them to come to class? Is that part of our job discretion? One benefit of CEMEC is the discussion that occurs between faculty at the end of the semester when faculty members review what worked, or didn’t work, in the classroom, and consider revisions to the lessons for future semesters. Developmental students need more than just narrow content. They must be able to go to a math class anywhere and succeed.

CEMEC focused on understanding. No calculators are allowed. They are given easy numbers to work with. But some students haven’t learned the multiplication table and they struggle. In Chem 110 students are supposed to be Math 118 ready, but some students come in unable to multiply or divide a number by 1000.

The Math Department is also looking at the placement test that the college uses, and whether the test is an effective means to properly place students at the correct math level. Students need to be encouraged to attend the first day of class.