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NADE Math Spin Newsletter November 1997 |
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NADE Math Spin Newsletter November 1997 |
Message from the Co-Chair: Joanne Methven
Dear spin members:
I am currently on sabbatical for the Fall semester doing research on distance learning and I am teaching one class using interactive video. I have also been visiting other colleges in New York State that are using distance learning. In November, I will be attending two conferences dealing with distance learning. I am enjoying this sabbatical and highly recommend that anyone who is eligible should seriously think about taking one!
I hope that everyone is planning to attend the Annual NADE Conference in Atlanta, Georgia, March 4-8. I want to remind everyone of the agenda for the Math Spin Meeting which we set in Denver last year. We decided to have a sharing session titled "Programs that Work" where members can share ideas they have found effective in developmental instruction. Members are asked to start thinking about programs, classes or activities in developmental math that work. Each member will be given about ten minutes to discuss his/her topic. If you are interested in presenting an idea, please complete the form below and mail or e-mail your idea to me. We need your participation in order to make the spin session a success.
I am interested in participating in the Math Spin session titled:
"Programs that Work"
I will be attending the NADE Conference and will present a ten-minute presentation.
Name: _________________________________________
Address: _________________________________________
_________________________________________
_________________________________________
e-mail: _________________________________________
Topic: _________________________________________
_____________________________________________________________
The Math Spin business meeting needs to include goals for next year. Please send me any suggestions concerning goals for the coming year.
I also need articles and announcements for the next newsletter. Please send me articles that will inform our membership about what you are doing in the classroom as well as any announcements of future conferences or workshops in Developmental Mathematics.
Thanks to Shawna Mahan and the Community College of Denver, we now have a Web Page. If you have an e-mail address, please contact Shawna so she can list your address on the Web Page.
With your help, we can have a great spin session. I look forward to seeing you in Atlanta.
The 22nd annual NADE conference will be March 4-8, 1998, in Atlanta, GA. The registration fee before January 16 is $150 for members and $180 for non-members. One day registration is $80; adjunct faculty members and graduate students can register for $50. After January 16, registration will be $175 for members and $200 for non-members.
Algebra for the Learning Disabled
Even though the LD student has typically been frustrated in the study of mathematics, research on resources that will minimize the problems encountered by these students in the learning of mathematics is lacking, especially at the post-secondary level. Yet, most LD students enrolled in a degree program must successfully complete a basic algebra requirement for graduation. In order to provide these students with a classroom environment responsive to their needs and learning styles, "Algebra for the Learning Disabled" was offered at Bergen Community College during academic year 1996-1997, supported by an in-house grant.
The requirements and content of "Algebra for the Learning Disabled" classes were those of the regular basic algebra course. Where these classes differed was in the structure of the class and the teaching strategies and modes of instruction used in the classroom.
Results of the first year of this experimental program were very positive based on student feedback. Students especially liked the homogeneity of these dedicated classes. The classroom environment was comfortable, non-threatening and cooperative, where students supported each other in their learning. Those students who attended class regularly, studied, and did homework, as well as sought support from classmates, their instructor, or the Tutoring Center, successfully completed the course. Passing rates for theses classes ranged from 63% to 80%, comparable, if not better than, passing rates for all basic algebra classes. Because of its success, this experimental program is again being offered for academic year 1997-1998.
If you have comments, questions or can offer some expertise, please contact the author at the following address:
Graphing Calculator Short Courses
The Ohio State University Technology College Short Course Program organized by Bert Waits and Frank Demana is now offering grants to host 1.5 to 3-day developmental-level (beginning and intermediate algebra) courses at your college during the academic year. Applications for mini-grants to host a course are now being accepted for this year and for 3-5-day courses for summer of 1998. Your course participants will learn how to use the Texas Instruments TI-83 calculator to enhance the teaching and learning of mathematics. The DEV course contains some use of the CBL and CBR to collect data for the purpose of mathematical analysis. Mathematics reform materials consistent with AMATYC’s Crossroads in Mathematics - Standards will be the focus of the DEV short course. Applications, pedagogy, implementation, and testing issues will be featured in all short courses.
Many thanks to Shawna Mahan for her work on our web page. If you haven’t seen the web page, check it out at the address below. Shawna has many interesting links to other math sites and to other NADE sites as well as information about the Math Spin and its officers. If you have information to share, please contact Shawna and let her put it on the web site. Don’t forget to send Shawna your e-mail address so that she can list it on the web page.
Check out the web page for an electronic version of the newsletter. We hope to eliminate the hard copy as soon as everyone has internet access.
Mathematics Association of America Report
The MAA recently placed on-line the report:
Quantitative Reasoning for College Graduates http://www.maa.org/past/ql/ql_toc.html
The MAA’s main recommendation is that colleges must establish a quantitative literacy program that allows graduates to apply simple mathematical methods to the solution of real-world problems. A quantitatively literate graduate should be able to:
North Carolina CC System Redefines Developmental Education
In an attempt to simplify transfer among its 58 community colleges and transfer to the 16 campuses of the University of North Carolina System, the North Carolina Legislature mandated that all community colleges switch from a quarter system to a semester system beginning in the fall of 1997. In addition, the state mandated that all 58 colleges use a common course library, meaning all colleges use the same numbering system and course descriptions. Groups of community college instructors/professors created the common course library. Developmental math instructors produced the developmental math course descriptions working together as part of a developmental education curriculum improvement project. Listed below are the developmental courses listed in the North Carolina Common Course Library.
MAT 050 Basic Math Skills
This course is designed to strengthen basic math skills. Topics include properties, rounding, estimating, comparing, converting, and computing whole numbers, fractions, and decimals. Upon completion, students should be able to perform basic computations and solve relevant mathematical problems. 3 class, 2 lab, 4 credit hours.
MAT 060 Essential Mathematics
This course is a comprehensive study of mathematical skills which should provide a strong mathematical foundation to pursue further study. Topics include principles and applications of decimals, fractions, percents, ratio and proportion, order of operations, geometry, measurement, and elements of algebra and statistics. Upon completion, students should be able to perform basic computations and solve relevant, multi-step mathematical problems using technology where appropriate. 3 class, 2 lab, 4 credit hours
MAT 070 Introductory Algebra
This course establishes a foundation in algebraic concepts and problem solving. Topics include signed numbers, exponents, order of operations, simplifying expressions, solving linear equations and inequalities, graphing, formulas, polynomials, factoring, and elements of geometry. Upon completion, students should be able to apply the above concepts in problem solving using appropriate technology. 3 class, 2 lab, 4 credit hours.
MAT 080 Intermediate Algebra
This course continues the study of algebraic concepts with emphasis on applications. Topics include factoring; rational expressions; rational exponents; rational, radical, and quadratic equations; systems of equations; inequalities; graphing; functions; variations; complex numbers; and elements of geometry. Upon completion, students should be able to apply the above concepts in problem solving using appropriate technology. 3 class, 2 lab, 4 credit hours.
MAT 090 Accelerated Algebra
This course covers algebraic concepts with emphasis on applications. Topics include those covered in MAT 070 and MAT 080. Upon completion, students should be able to apply algebraic concepts in problem solving using appropriate technology. 3 class, 2 lab, 4 credit hours.
Individual colleges may choose to teach any or all of the courses listed above as part of their developmental programs. Placement is assigned via one of the following placement instruments: ASSET, Computerized Placement Tests (CPT), Assessment and Placement Services (APS), or Comparative Guidance and Placement (CGP). Unfortunately, there is not a state-wide policy about mandatory placement or cut scores for placement purposes. This situation can lead to inconsistencies concerning placement into developmental courses.
The major concern developmental instructors expressed seems to be the fact that a student who must take four developmental math classes could spend up to 4 semesters completing his developmental requirements prior to entering the regular curriculum. Some colleges have tried to address this problem by offering 8-week mini-courses to allow students to take two developmental classes during a semester; however, it is too early to tell if this solution will prove viable. Another concern instructors expressed is the fact that MAT 050 covers material that is essentially fifth-grade arithmetic. Some colleges are not offering this course due to the low level of the material and instead are referring students to Adult Basic Education classes. A third instructional concern is the eighty hours of class and lab time (5 contacts per week) that are required for each course. Some instructors contend that the 5 hours per week is essential, while others feel that three or four contact hours per week would be sufficient to teach the material. Some colleges are having difficulty staffing these classes due to the limits on instructional loads.
As you have probably ascertained, this year has been a time for great changes in developmental education in North Carolina. We can look forward to more changes in the coming year as the community college system attempts to address concerns about the switch to the semester system.
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Newsletter was published by: Richmond Community College, P. O. Box 1189, Hamlet, NC 28345 |
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Updated: March 10, 1998