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A redesign of the curriculum before algebra at Los Angeles Pierce College

**What community college developmental mathematics students understand about mathematics
**

Stigler, Givvin, and Thompson, UCLA

Students were asked: If n is a positive whole number, is the product n x 1/3 greater than n, less than n, equal to n, or is it impossible to tell?

**What community college developmental mathematics students understand about mathematics
**

Stigler, Givvin, and Thompson, UCLA

Students were asked: If n is a positive whole number, is the product n x 1/3 greater than n, less than n, equal to n, or is it impossible to tell?

**What community college developmental mathematics students understand about mathematics
**

Stigler, Givvin, and Thompson, UCLA

Students were asked: If n is a positive whole number, is the product n x 1/3 greater than n, less than n, equal to n, or is it impossible to tell? Only 30 percent of students selected the correct answer (i.e., less than n). Thirty-four percent said that the product would be greater than n (assuming, we think, that multiplication would always results in a larger number). Eleven percent said the product would be equal to n, and 26 percent said that they could not tell (presumably because they think it would depend on what value is assigned to n).

**What community college developmental mathematics students understand about mathematics
**

Stigler, Givvin, and Thompson, UCLA

Students were asked: If n is a positive whole number, is the product n x 1/3 greater than n, less than n, equal to n, or is it impossible to tell? Only 30 percent of students selected the correct answer (i.e., less than n)… Interestingly, students in Algebra were no more successful on this question than were students in prealgebra or arithmetic.

**What community college developmental mathematics students understand about mathematics
**

Stigler, Givvin, and Thompson, UCLA

Given that x is a real number, can you explain why this equation has no solution? x+1=x

**What community college developmental mathematics students understand about mathematics
**

Stigler, Givvin, and Thompson, UCLA

Given that x is a real number, can you explain why this equation has no solution? x+1=x Forty-seven percent of the students could not think of any explanation for why there would be no real solution to the equation. An additional 8 percent of students said that it would not be possible to know if the equations were true or not unless they could know what x is.

**What community college developmental mathematics students understand about mathematics
**

Stigler, Givvin, and Thompson, UCLA

If a is a positive whole number, which is greater: a/5 or a/8? Only 53 percent of our sample correctly chose a/5 as the larger number. Twenty-five percent chose a/8, and 22 percent did not answer.

**What community college developmental mathematics students understand about mathematics
**

Stigler, Givvin, and Thompson, UCLA

If a is a positive whole number, which is greater: a/5 or a/8? Follow up: "How do you know?" This time, 36 percent were not able to answer this question. (Interestingly, this percentage was approximately the same for students who chose a/5 as for those who chose a/8.)

**APT: Accelerated Precalculus and Trig
**

A redesign of the precalculus curriculum at Los Angeles Pierce College

**Examples of Exercises That You Might Have Hoped Would Be Easy, But In Fact Are Not
**

Can two acute angles be supplementary? Why or why not?

Examples of Exercises That You Might Have Hoped Would Be Easy, But In Fact Are Not

For the triangles shown, which of the following equations is true? Explain why.

**Examples of Exercises That You Might Have Hoped Would Be Easy, But In Fact Are Not
**

On the graph of h shown at right, mark: 1) A length representing b–a 2) A length representing h(b) – h(a)

**Examples of Exercises That You Might Have Hoped Would Be Easy, But In Fact Are Not
**

Write a formula for the height of the dotted line in terms of x.

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