Mathematics Course Redesign at the University of Idaho
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Mathematics Course Redesign at the University of Idaho
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Mathematics Course Redesign at the University of Idaho. Pedagogical Keys to Math Redesign Using Technology. Active Learning Experience Personalized, Individualized Instruction Immediate Feedback Repetition to Mastery. Why Redesign?. Increase student performance and retention. - PowerPoint PPT Presentation
Transcript of Mathematics Course Redesign at the University of Idaho
Mathematics Course Redesign at the University of Idaho
Pedagogical Keys to Math Redesign Using Technology
• Active Learning Experience
• Personalized, Individualized Instruction
• Immediate Feedback
• Repetition to Mastery
Why Redesign?
• Increase student performance and retention.
• Save classroom space.
• Lower costs.
Redesigned Courses
Intermediate Algebra (3 cr. hrs.)• 1000 students per year
College Algebra (3 cr. hrs.)• 1500 students per year
Traditional Format Prior To Redesign
• Lecture Format (40-45 students per section)
• Classes met 3 days/week for 50 minutes
• Traditional paper and pencil homework
Redesign Features • Students attend class once each week for 50 minutes
Redesign Features
• 94-seat learning lab with an additional 15 laptops for checkoutopen 82 hours each week
• Students must spend at least 3 hours/week in lab
Redesign Features • Students watch short “homegrown” videos before working
homework problems and signal for help when needed.
Redesign Features
• Students complete a weekly MyMathLab homework assignment. Homework is Due the night prior to the next Focus Group Meeting.
Redesign Features
• Students complete a weekly MML quiz. Quizzes can be taken up to 10 times.
• MML tests are proctored in the lab. Students can take each test up to three times. MML tests are “pooled”.
• All deadlines are staggered.
• Database automatically reduces the time commitment for “good students.”
September 8-12, 2008
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October 6-10, 2008
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TIME
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Intermediate Algebra (Fall) N
ABC Rate W Rate
Fall 1997 (Traditional) 555 59% 5%
Fall 1998 (Traditional) 606 61% 6%
Fall 1999 (Traditional) 595 69% 4%Fall 2000 (Traditional) 639 57% 10%Fall 1997-Fall 2000 2395 62% 7%Fall 2001 645 65% 12%Fall 2002 604 70% 9%Fall 2003 556 75% 8%Fall 2004 550 69% 5%Fall 2005 602 69% 7%Fall 2006 617 74% 6%Fall 2007 602 68% 4%Fall 2001- Fall 2007 4176 70% 8%
College Algebra (Fall) N ABC Rate W Rate
Fall 1997 (Traditional) 483 74% 5%
Fall 1998 (Traditional) 564 66% 8%
Fall 1999 (Traditional) 565 68% 6%Fall 2000 (Traditional) 581 74% 5%Fall 1997-Fall 2000 2193 71% 6%Fall 2001 739 67% 9%Fall 2002 779 72% 6%Fall 2003 852 65% 9%Fall 2004 846 64% 9%Fall 2005 830 64% 7%Fall 2006 757 58% 6%Fall 2007 750 63% 7%Fall 2001- Fall 2007 5553 65% 8%
Students Who “Try”•Attend All Focus Groups
•Attend Lab For At Least 150 Min/Wk
•Attempt All HW And Quizzes
•Take Each Test Three Times
ABC RATE > 97%
Outcomes
•Although hours in the classroom has decreased for teachers, the number of student contact hours has increased!
•40-50 students finish the course early each semester.
•Classroom space has decreased by 2/3.
•Cost per student has decreased by 30%
