What Algebraic understandings are essential for success in beginning collegiate mathematics?
Critical Issues in Education Workshop: Teaching and Learning Algebra
May 16, 2008 10:15 AM to 11:45 AM
Speakers:
Hughes Hallett, Deborah
McCallum, William
Roby, Tom
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Summary: |
In this session we discuss what students need from high-school algebra to succeed in entry-level courses that use mathematics. For many students, there is a noticeable gap between what they arrive with and the basic expectations of undergraduate programs. Serious thought about how to address this may include (1) analyzing the ways in which algebra is used in fields outside mathematics, (2) helping students see the purpose for algebraic transformations, or (3) providing better support outside the classroom for students still struggling with algebra. After brief presentations by each panelist, the floor will be open for questions and further discussion. |
Abstract: |
The University of Connecticut's general education requirements include a "Quantitative (Q) Competency" that all students must meet by taking 2-3 courses flagged with a "Q". The main criterion for being a Q course is "knowledge and use of mathematics and/or statistics at or above the basic algebra level as an integral part of the course". The charge of the Quantitative Learning Center is to support students and teachers in Q courses, just as the University Writing Center supports W (writing intensive) courses. Free peer-tutoring provided by the Q Center finds itself on the front lines supporting students struggling with algebra in their collegiate math and science courses. The volume of students coming in for help has grown dramatically: from 600 visits in Fall'05 to 7000 in Fall'07, providing a useful base from which to study the difficulties students have. In particular, we note how seemingly small changes in instructional design, such as a shift to online homework, can have a significant effect on the pattern and focus of student visits. |
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