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Presentation on theme: "MATH 0530 PRINCIPLES OF STATISTICS AND LAB: A CO-REQUISITE MODEL FOR MATH 1530."— Presentation transcript:


2 CO-REQUISITE REMEDIATION, ACCORDING TO TBR: “The co-requisite experience will serve the dual purpose of supporting and illuminating the skills and concepts of the college-level credit bearing course while also providing instruction for students to remediate those A- 100 Mathematics Competencies in which they have a deficiency.”

3 OUR APPROACH TO THE COURSE Two important components:  Concurrent remediation of pre-requisite algebra skills in a Statistics-specific context to increase success in MATH1530 course  Completion of a semester-long project utilizing a large, real dataset, the Capstone Project, which reinforces MATH1530 concepts in an active and engaging way o All MATH 1530 students complete the capstone project

4 MATHEMATICS LEARNING SUPPORT CURRICULUM MLS 1: Real Number Sense and Operations MLS 2: Operations with Algebraic Expressions MLS 3: Analyze Graphs MLS 4: Solve Equations MLS 5: Critical Thinking*

5 Learning Objectives and Pre/Co-Requisite Skills List Chapter 1 Learning Objective5 th Edition Triola SectionPre/Co-Requisite SkillLearning Support Competency Interpret numerical data as frequencies, ratios, and percents 1-2 Statistical and Critical ThinkingConvert between fraction and decimal representations of numbers Convert between decimal and percent representations of numbers 1.2 Perform operations with rational numbers 1.5 Applications – Write and compare numbers in standard and scientific notation Distinguish between discrete and continuous data 1-3 Types of DataUnderstand sets of numbers (integer, rational, and real numbers) 1.4 Recognize and apply magnitude and ordering of real numbers Chapter 2 Learning Objective5 th Edition Triola SectionPre/Co-Requisite SkillLearning Support Competency Construct frequency distributions2-2 Frequency Distributions Compute mean and standard deviation using formulas and technology 2-2 Frequency Distributions 2.2 Evaluate algebraic expressions when given values for the variables Create and interpret histograms2-3 Histograms Analyze and interpret statistical graphs and charts 2-4 Graphs that Enlighten and Graphs that Deceive Cartesian Coordinates3.5 Graph a linear equation in two variables using ordered pairs, using the x-intercept and the y- intercept, and using the slope and y-intercept Chapter 3 Learning Objective5 th Edition Triola SectionPre/Co-Requisite SkillLearning Support Competency Calculate measures of center and variation using formulas and technology 3-2 Measures of Center 3-3 Measures of Variation Follow order of operations, understand symbolic notation 1.1 Apply the order of operations to evaluate expressions 2.2 Evaluate algebraic expressions when given values for the variables 1.3 Identify and calculate with irrational numbers Calculate and interpret measures of relative standing 3-4 Measures of Relative Standing

6 LAB ASSIGNMENTS AND PROFICIENCY EXAMS  There are 5 proficiency exams in MATH 0530.  Students must complete all lab assignments with at least an 80% to be eligible to take the proficiency exam.  The MATH 0530 proficiency exams are designed to correspond to unit exams in MATH 1530. MATH 0530 ExamLab AssignmentsCorresponding Triola Chapters Proficiency Exam 1Labs 1E and 2EChapters 1-3 – Descriptive Statistics Proficiency Exam 2Labs 3E and 4EChapters 4-5 – Probability and Discrete Distributions Proficiency Exam 3Labs 5E and 6EChapter 6 – Continuous Distributions Proficiency Exam 4Labs 7E and 8EChapters 7-8 – Estimation and Hypothesis Testing Proficiency Exam 5Lab 9EChapter 10 – Correlation and Regression

7 COMPETENCIES IN CONTEXT  Each lab assignment question is written to assess the underlying co- requisite skill, while being framed in statistical context and using vocabulary from the MATH 1530 course  This creates a “seamless” feel for students, as all learning objectives are in support of the MATH 1530 course

8 COMPETENCIES IN CONTEXT Lab 1E: Fractions, decimals, percents, and frequency distributions

9 COMPETENCIES IN CONTEXT Lab 2E: Identify and calculate irrational expressions and the standard deviation

10 COMPETENCIES IN CONTEXT Lab 3E: Multiplying fractions and the multiplication rule

11 COMPETENCIES IN CONTEXT Lab 4E: Inequalities and Probability

12 COMPETENCIES IN CONTEXT Lab 5E: Area and perimeter of rectangles, triangles, and circles and probability

13 COMPETENCIES IN CONTEXT Lab 5E: Writing inequality and probability statements

14 COMPETENCIES IN CONTEXT Lab 6E: Solving formulas and literal equations for a specified variable and the relationship between random variables and z-scores

15 COMPETENCIES IN CONTEXT Lab 7E: Order of operations and the margin of error

16 COMPETENCIES IN CONTEXT Lab 8E: Inequalities and hypothesis testing

17 COMPETENCIES IN CONTEXT Lab 9E: Interpret slope as a rate of change

18 MLS 5: CRITICAL THINKING  Institutions were directed to develop their own content for the 5 th competency: “Students integrate their mathematical development from MLS 1 through MLS 4 to make meaningful connections.”

19 MLS 5: CRITICAL THINKING – A CAPSTONE PROJECT  Research in undergraduate statistics shows that project-based learning can be extremely beneficial in an elementary statistics course  GAISE Project (field standard) recommends the following pedagogical practices:  Emphasize statistical literacy and develop statistical thinking  Use real data  Stress conceptual understanding, rather than mere knowledge of procedures  Foster active learning in the classroom  Use technology for developing conceptual understanding and analyzing data

20 MLS 5: CRITICAL THINKING – A CAPSTONE PROJECT  Technology: computer based software StatDisk, StatCrunch, or Excel required  Critical thinking: social justice related datasets – Youth Smoking, Racial Bias in Hiring, Deaths Caused by Police  Statistical reasoning: description and analysis of data – concepts from each chapter of MATH1530 are assessed  Communication: written and oral presentations  Cooperative Teamwork: working in groups during class

21 STRUCTURE OF THE COURSE: MATH0530 Meets concurrently with a MATH1530 course that has traditional (19+ ACT) enrollment  MATH1530 D06 – 19 enrollmentMTWR 12:55p – 1:50p3 hrs  MATH1530 DE6 – 10 enrollmentMTWR 12:55p – 1:50p3 hrs  MATH0530 DE6 – 10 enrollmentF 12:55p – 1:50p2 hrs

22 STRUCTURE OF THE COURSE: MATH 0530  Both courses (1530 and 0530) have the same instructor  2 credit hours – 1 hour lecture and 2 hours lab each week  Lecture hour: review of pre-requisite skills and additional 1530 topics  Lab hours: completed in academic support center each week, staffed with specific MATH 0530 peer tutors

23 STRUCTURE OF THE COURSE 60% - Exams 15% - Lab Expectations 25% - Capstone Project Course follows current Learning Support grading scale: 94 – 100A 87 – 93B 80 – 86C Below 80F

24 FALL 2015 PILOT RESULTS Section123456 19+ ACT* 63.6%68.8%75%90.9%66.7%93.3% 17-18 ACT 87.5%85.7% 50%77.8%88.9% Fall 2013 75%53.3%56.3%75%84% *also includes returning students who successfully completed LS Math prior to Fall 2014. Comparison by section of 19+ ACT students with <19 ACT students Percentage of Students who passed MATH1530 (ABC)

25 OBSERVATIONS  In 4 out of 6 sections, overall ABC pass rates in MATH 1530 increased from Fall 2013 to Fall 2014  SUCCESS!  First time freshmen 17-18 ACT students were just as successful as returning students in completing MATH 1530 in Fall 2014  SUCCESS!  All students either passed both 1530/0530 or failed both courses. Those students who were not successful each had out-of-class circumstances that affected attendance and participation  “Pilot effect” – small sample sizes, invested professors


27 STUDENTS WITH MATH ACT SUBSCORES BELOW 19 WILL HAVE 3 OPTIONS:  MATH 1010 with MATH 0010  MATH 1530 with MATH 0530  MATH 1030 with MATH 0030 Starting FALL 2015

28  Placement will be strongly encouraged through advising based on the strength/maturity/intended major of the student.  All three courses DO HAVE a reading requirement, however. Starting FALL 2015 According to Banner, there is no minimum ACT subscore for any of the co-requisite courses.

29 MATH 1010 WITH MATH 0010  6 credit hours (0010 – 3, 1010 – 3)  For non-STEM/business majors  ADVISING: Recommended for students with MATH ACT subscores below 16  Mixed population course  MWF is traditional MATH 1010 content  TR is co-requisite MATH 0010 content  Upon successful completion, students may take MATH 1530, MATH 1410/1420, or MATH 1030

30 MATH 1530 WITH MATH 0530  5 credit hours (0530 – 2, 1530 – 3)  For non-STEM/business majors  ADVISING: Recommended for students with MATH ACT subscores 16 and above  Mixed population course  MTWR is traditional MATH 1530 content  F is co-requisite MATH 0530 content  Upon successful completion, students may take MATH 1010, MATH 1410/1420, or MATH 1030

31 MATH 1030 WITH MATH 0030  6 credit hours (0030 – 3, 1030 – 3)  For STEM/business majors  ADVISING: All MATH ACT subscores below 19  Not a mixed population course  Separate sections of MATH 1030 for students with MATH ACT subscores 19-20  Upon successful completion, students may take MATH 1130 or MATH 1710 or MATH 1730*


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