Education Commons^™

Success In College Algebra: Examining Student Experiences In Corequisite College Algebra Courses, Sandra Leiterman

Theses and Dissertations

This descriptive case study explores undergraduate student experiences and perceptions in corequisite college algebra courses at an Arkansas university. Corequisite models enroll students in credit-bearing college algebra paired with required supplemental academic support. Current research has largely focused on pass rates or DFW rates. However there are limited studies exploring student experiences within this emerging model. Within this descriptive case study, several forms of data were collected. Students were surveyed on math anxiety and mindset at the start and end of the semester. Semi-structured interviews with two students and three instructors provided personal accounts of their challenges, beliefs, and attitudes …

Integrative And Contextual Learning In College Algebra: An Interdisciplinary Collaboration With Economics, Choon Shan Lai, Glenn Henshaw, Tao Chen, Soloman Kone

Publications and Research

Many students consider mathematics too abstract and useless for their academic and career goals. Meanwhile, instructors in quantitative disciplines such as economics find many students mathematically underprepared for their courses. The disconnect between students’ perceptions of the utility of mathematics and their life and career may have contributed to some of the under-performance in learning mathematics. Addressing this problem requires collaboration across disciplines to develop an understanding of each other’s needs, more specifically to develop an integrative platform that allows students to apply mathematical skills in interdisciplinary contexts (Ganter & Barker, 2004). We collaboratively designed and implemented an integrative platform …

Embedded Remediation Is Not Necessarily A Pathway For Equitable Access To Quantitative Literacy And College Algebra: Results From A Pilot Study, Rebecca L. Matz, Samuel L. Tunstall

Numeracy

Courses in developmental and introductory mathematics are changing. Because nearly all students need mathematics coursework to graduate from a postsecondary institution, yet institutions consistently struggle to ensure that students of all demographics succeed in credit-bearing mathematics courses, student success in such courses may be viewed as an issue of social justice. In particular, there is a need for institutions to provide pathways through college-level mathematics courses that meet the needs of students with a wide array of incoming mathematical knowledge and skills. In light of questions about pedagogy, pass rates, and effects on degree completion time, some institutions have moved …

Relationship Between Required Corequisite Learning And Success In College Algebra, Amy D. Smith

Georgia Journal of College Student Affairs

This study sought to answer if a relationship existed between required corequisite support and success in gateway College Algebra courses. Complete College America and Complete College Georgia initiatives over the last ten years have sought ways to increase access to higher education with high progression and completion rates. Efforts such as the Momentum Year in University System of Georgia schools utilize developmental corequisite courses for gateway English and Mathematics to ensure early success and progression. This study used a chi-squared test to analyze two groups of new freshmen and their success in College Algebra—one group who participated in corequisite learning …

Diagnostic Effects Of An Early Mastery Activity In College Algebra And Precalculus, Nathan Wakefield, Joe Champion, Jessalyn Bolkema, Douglas Dailey

Department of Mathematics: Faculty Publications

The purpose of this study was to investigate implementation of an early intervention mastery activity during the first two weeks of college algebra and precalculus courses at a large U.S. public university. Statistical modeling of (N = 935) students’ performance in the courses, including a logistic regression model of pass/fail course achievement with students’ high school rank, ACT Mathematics scores, and performance on the intervention as explanatory variables, suggested significant independent differences in course performance across performance levels on the early mastery activity. An evaluation of diagnostic validity for the model yielded a 19% false negative rate (predicted to …

The Effects Of Supplemental Instruction On Student Achievement In College Algebra, Rhonda C. Porter

Georgia Journal of Science

College algebra consistently has a very high number of students performing poorly. An experimental study addressing student performance was conducted. Two college algebra classes each with 25 students and with the same teacher were used, one as the control group and the other as the experimental group. The experimental class included mandatory supplemental instruction for an extra class period per week. T-tests were used to compare performances on each test and homework. A repeated measures 2 X 2 ANOVA was used to compare the students' performance on a pretest and a posttest between each class. The Mann-Whitney U test was …

Promoting Numeracy In An Online College Algebra Course Through Projects And Discussions, Samuel L. Tunstall, Michael J. Bossé

Numeracy

This research stems from efforts to infuse quantitative literacy (QL) in an online version of college algebra. College algebra fulfills a QL requirement at many universities, and it is a terminal course for most who take it. In light of the course’s traditional content and teaching methods, students often leave with little gained in QL. An online platform provides a unique means of engaging students in quantitative discussions and research, yet little research exists on online courses in the context of QL. The course studied included weekly news discussions as well as “messy” projects requiring data analysis. Students in online …

Examining The Effects Of College Algebra On Students' Mathematical Dispositions, Kevin Lee Watson

Theses and Dissertations

As Mathematics Educators, we want to help our students not only develop a deep, conceptual understanding of mathematical concepts and processes, but also a positive disposition towards mathematics. Despite the importance of helping students develop a positive mathematical disposition, little research has been conducted examining how students' dispositions develop as they progress through their mathematical studies. In particular, the effects of college algebra on students' mathematical dispositions is not well understood. To examine the influence of college algebra on students' dispositions, students using two different college algebra curriculums were studied at Brigham Young University. Using a mathematical disposition survey, student …

Comparing The Impact Of Traditional And Modeling College Algebra Courses On Student Performance In Survey Of Calculus, Jerry West

Graduate Theses and Dissertations

Students in higher education deserve opportunities to succeed and learning environments which maximize success. Mathematics courses can create a barrier for success for some students. College algebra is a course that serves as a gateway to required courses in many bachelor's degree programs. The content in college algebra should serve to maximize students' potential in utilizing mathematics and gaining skills required in subsequent math-based courses when necessary. The Committee for Undergraduate Programs in Mathematics has gone through extensive work to help mathematics departments reform their college algebra courses in order to help students gain interest in the utilization of mathematics …

Gaps In Developmental Mathematics Course Sequence Impede Success In College Algebra, Hector Espinosa Gonzales

Theses & Dissertations

The purpose of this study was to investigate the impact of gaps or stop outs within the developmental mathematics course sequence on the successful completion of college algebra.

Community colleges are undergoing a transformation. Historically, they have been focused on improving access to higher education; now the focus has shifted to student success. This transformation is evident in the concerted effort to improve student graduation rates and decrease the amount of time spent to complete degrees. For community colleges, the key to this success must include reform and improvement in developmental education. Within developmental education, mathematics presents the biggest challenge …

An Alternative Approach To Dual Credit, Steven J. Wilson, Mary Deas

Contributions to the Math Classroom

The state of Kansas encourages high school students to earn college credit while still in high school. This presentation describes a dual credit program in college algebra used by JCCC, in which the college retains control of the curriculum, testing, and grading, while the high school provides the instruction.