Professional Documents
Culture Documents
Christian R. Hirsch
Joint Mathematics Meetings January 9-12, 2013 San Diego, CA
Session Overview
Why TCMS?
Design of TCMS Units and Key Topics
Transition Issues
Unacceptably high enrollments in non-credit bearing courses
In Fall 2010, approximately 11% of four-year college mathematics and statistics enrollments were in pre-college courses. In Fall 2010, approximately 61% of two-year college mathematics and statistics enrollments were in pre-college courses.
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2010 Preliminary Results from the Statistical Abstract of Undergraduate Programs in the Mathematical Sciences in the United States. http://www.ams.org/profession/data/cbms-survey/cbms2010-work
Transition Issues
Unacceptably high enrollments in non-credit bearing courses
Three years of college preparatory mathematics is insufficient for college readiness
In the 2009-2010 administration of the Ohio Early Mathematics Placement Testing, based on the expressed intended majors of test-takers, 63% of the test-takers would place in a remedial (non-credit bearing) course in college if they took no further mathematics in high school.
E. Laughbaum, personal communication, January 5, 2013
Transition Issues
Unacceptably high enrollments in non-credit bearing courses Three years of college preparatory mathematics is insufficient for college readiness
Preparation for college mathematics is not necessarily preparation for calculus and vice versa
2010 Preliminary Results from the Statistical Abstract of Undergraduate Programs in the Mathematical Sciences in the United States. http://www.ams.org/profession/data/cbms-survey/cbms2010-work
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Transition Issues
Unacceptably high enrollments in non-credit bearing courses Three years of college preparatory mathematics is insufficient for college readiness
Transition to College Mathematics and Statistics is an alternative fourth-year mathematical sciences course designed to support collegereadiness of non-STEM students. It is the product of three years of research, development, and evaluation funded by the National Science Foundation.
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Production Conditions
Assembly of each SM game system takes 0.6 hours of technician time and assembly of each DM game system takes 0.3 hours of technician time. The plant limits technician time to at most 240 hours per day. Testing for each SM system takes 0.2 hours and testing of each DM system takes 0.4 hours. The plant can apply at most 160 hours of technician time each day for testing. Packaging time is the same for each model. The packaging department of the plant can handle at most 500 game systems per day. The company makes a profit of $50 on each SM model and $75 on each DM model.
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This course really made the teacher and students think about the mathematics being taught and learned. It gave a lot of students who were unsuccessful in Algebra 2 an opportunity to be successful. They enjoyed most topics and the contexts were very engaging. Many of my students left at the end with a view of mathematics as being useful.
One of the strengths is the connection that TCMS makes to the professional careers that exist today. Students can see the relevance in learning the mathematics, even if its not [always] the field of study they are interested in.
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Preliminary Findings
1. Based on the TCMS Post Belief Survey, students across all 6 field-test schools generally found the Statistics and Coding /Cryptography units to be most interesting, and noted the mathematics reasonable to understand, but particularly noted that the contexts were very very interesting and something they could relate to. students from traditional schools couched many of their comments (e.g., those related to the real-world problems) as a contrast to the non-context experiences they encountered in their previous Algebra and Geometry courses.
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2. Based on the ITED Pre/Post highest level Quantitative Thinking Test (a 40-item test focusing on thinking and reasoning skills), students at all schools showed pre-post gains at least slightly greater than expected (national) norms (an identical mean in spring to fall would be normal growth). one CPMP background school made significant gains at the p=.05 level; one traditional school at the p.05 level, and one at the p=.10 level. Across all schools, gains were particularly notable for students in the 3rd and 4th quartiles.
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3. Based on the Conceptions of Mathematics Pre/Post Inventory, students Most changes within seven grouped (item) categories involved changes toward a conception of Mathematics as Concepts more than Procedures and Sense-Making more than Memorizing.
4. We are in the process of contacting and collecting 1st semester college data from students.
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It was a good class to take because the concepts are fairly easy, but they are different from every other math class. I think this class will prepare you for college with the layout of the class you get to learn many different types of math. Interestingstatistics were most interesting it related a lot to real life. Most difficult were some of the graphs and knowing how to read them.
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