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# National Math Panel – Public Comment Patrick Bibby, Professor of Mathematics Miami Dade College April 20, 2007 Miami

Dade College Quality Enhancement Plan Since 2003, the Southern Association of Colleges and Schools (SACS) has required each of its member colleges and universities to submit a Quality Enhancement Plan (QEP) in order to be reaccredited. A QEP must be a forward-looking plan of action intended to enhance student learning. Miami Dade College chose mathematics as the topic for its QEP because our internal data show that mathematics is a serious obstacle to student graduation and program completion. Since six credits of college-level mathematics are required for all Associate in Arts degrees, low pass rates in mathematics affect all academic areas of the College. High Risk Courses, Fall Term 2003 (QEP-targeted courses are in bold) Course ACG 2021L Financial Accounting Lab ANT 2410 Introduction to Cultural Anthropology BSC 1005 Principles of Biology 1 BSC 2085 Human Anatomy and Physiology CHM 1025 Introduction to Chemistry GLY 1001 General Education Earth Science LIT 2120 Survey of World Literature MAC 1105 College Algebra MAC 1114 Trigonometry MAC 1140 Pre-Calculus Algebra MAC 2311 Calculus and Analytical Geometry 1 MAT 0002 College Preparatory Arithmetic MAT 0020 College Preparatory Mathematics MAT 0024 College Preparatory Algebra MAT 1033 Intermediate Algebra Goals and Strategies of the QEP Enrollment 1,049 322 1,883 2,147 692 603 663 4,665 409 516 442 1,706 4,106 2,414 5,979 Pass Rate 58.9 % 50.6 % 59.7 % 59.1 % 59.2 % 51.1 % 59.3 % 53.8 % 42.8 % 51.9 % 57.5 % 49.9 % 47.1 % 48.7 % 50.1 %

The impacts of the various QEP strategies on student learning or attitudes are being assessed through pilot studies utilizing classical research designs (experimental versus control groups) or by gathering appropriate data and comparing them to historical data. Goal 1: To improve student mastery of competencies in the targeted high risk mathematics courses of College-Prep Mathematics (MAT 0020), College-Prep Patrick Bibby 1

Algebra (MAT 0024), Intermediate Algebra (MAT 1033), and College Algebra (MAC 1105). Goal 1 strategies are listed below. 1. (Assessment) A program of frequent assessment will be established in the targeted high risk mathematics courses. Each campus will have its own mathematics assessment center to allow instructors to test their students outside of class.. 2. (Support) Since frequent assessment implies early assessment, an early intervention program of providing learning prescriptions will be established for students who demonstrate need. 3. (Advisement) Faculty, advisors, and students will become more aware of the recommended sequencing of mathematics courses and alternatives that may be more suitable to student interests and/or program requirements. Students will be advised to take their initial mathematics class during their first semester and subsequent mathematics courses in sequence during consecutive semesters (“back-to-back”). 4. (Support/Instruction) Students who are repeating either College-Prep Mathematics (MAT 0020) or College-Prep Algebra (MAT 0024) will receive supplemental instruction. Goal 2: To foster a positive student attitude toward the learning of mathematics. Goal 2 strategies are listed below. 5. (Support) A tutor training program will be implemented to improve the quality of tutoring in the mathematics support labs. 6. (Support/Instruction) As part of their supplemental instruction, all students who are repeating either MAT 0020 or MAT 0024 will receive mathematics success skills training to improve their attitudes toward the learning of mathematics. 7. (Support/Advisement) Personalized interim progress reports will be sent to students’ email accounts on file with the College. 8. (Curriculum) Strategies that incorporate mathematics into other disciplines will be utilized to demonstrate to students in Liberal Arts programs how mathematics can be applied to other academic areas. 9. (Instruction) Faculty will be able to utilize teaching techniques to Patrick Bibby 2

accommodate the various learning styles of their students. 10. (Support) Mathematics support labs will be upgraded, improved, and redirected to provide students with a more inviting and supportive environment. The table below provides the results of the frequent testing experiment conducted at the Kendall Campus during the Spring term of 2004. Each of the four participating faculty members taught at least one control group and at least one experimental group, so the only variable involved was frequency of testing. Pass Rates for the MAT 1033 Frequent Testing Experiment, Spring 2004 Group Control (5 sections) (4 exams and a final) Experimental (5 sections) (15 quizzes and a final) N 200 205 Pass Rate 54.5 % 64.8 %

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**MIAMI DADE COLLEGE
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Mathematics Attitude Survey

Please tell us how you feel about mathematics and your experiences in math classes. Darken the circle corresponding to your answer with a pencil or pen with blue or black ink. Thank you!

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Strongly agree

**1. I am confident that I can get good grades in mathematics.ⓐ
**

2. Mathematics is not important in everyday life. ⓐ

9. It is important to do well in math. ⓐ 10. I would like people to think that I am smart in math. ⓐ 11. Math is one of the most important subjects for people to study. ⓐ ⓑ 12. Math courses will be very helpful no matter what my major is. ⓐ ⓑ ⓒ ⓓ ⓒ ⓓ ⓑ ⓒ ⓓ ⓑ ⓒ ⓓ ⓓ ⓑ ⓒ ⓓ ⓑ ⓒ ⓓ ⓑ ⓒ ⓓ Agree Disagree Strongly disagree

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Strongly Agree 24. Most people should math is needed by artists 17. An understanding of study some mathematics. Agree and avoid usually more than one 15. Iwritersmath whenever I can. 14. There isas well as scientists. way to solve a ⓒ math problem. Disagree ⓒ Strongly disagree ⓑ

ⓓ 13. ⓓusually enjoy studying math. I ⓒ 25. Taking mathematics is a waste of time. ⓑ 18. I am good at math. ⓒ ⓒ ⓒ ⓓ ⓓ ⓒ ⓓ

23. I get more nervous before a math test than before tests in other subjects.

26. Mathematical thinking helps me make intelligent decisions.

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