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TAMU MATH 06CTAMU MATH 06C
Where are we?Where are we?
Were are we going?Were are we going?
What’s new?What’s new?
TodayToday
Department demographicsDepartment demographics Technology – yesterday, today, and Technology – yesterday, today, and
tomorrowtomorrow Diagnostic testDiagnostic test Problems to solveProblems to solve
DemographicsDemographics
Core coursesCore courses Engineering CalculusEngineering Calculus Math educationMath education Math serviceMath service Math majorMath major Math graduateMath graduate
Math Enrollment - SummaryMath Enrollment - Summary
Course Type Enrollment PercentageCore Mathematics 5978 51.3%Engineering Calculus 3034 26.0%Math major - Years 1-2 436 3.7%Math - Service 919 7.9%Math - Education 371 3.2%Math major - Years 3-4 413 3.5%Graduate - service 178 1.5%Graduate - MS and PhD 324 2.8%Total Enrollment 11653
Fall 2006
Core Courses Core Courses ++
Course section average section average Difference102 1 37 1 70 -33103 1 23 1 47 -24131 6 91 5 106 15141 37 73 33 83 -37142 11 85 10 91 24150 35 22 24 21 268
Fall 2006 Fall 2005
Engineering CalculusEngineering Calculus
Course section average section average Difference151 51 28 45 30 97152 23 29 23 27 56251 11 74 11 64 119253 5 24 6 23 -22
Fall 2006 Fall 2005
Math Major – Years 1-2Math Major – Years 1-2
Course section average section average Difference170 4 15 3 20 -2171 5 27 5 32 -24172 2 37 2 34 6220 4 17 4 23 -21221 2 34 2 36 -4222 2 18 1 23 12
Fall 2006 Fall 2005
Math - ServiceMath - Service
Course section average section average Difference302 3 29 3 31 -6304 5 35 4 34 38308 14 35 11 46 -22311 6 29 7 31 -49
Fall 2006 Fall 2005
Math - EducationMath - Education
Course section average section average Difference365 4 45 4 44 4366 3 26 3 33 -20367 1 47 1 47 0368 1 28 1 40 -12375 1 3 1 8 -5403 2 18 2 29 -22
Fall 2006 Fall 2005
Math MajorMath Major
Course section average section average Difference325 1 38 1 38 0407 1 20 1 22 -2409 4 14 4 15 -2411 1 27 1 25 2412 4 13 2 27 -1415 2 16 2 14 3417 2 12 2 21 -17425 1 22 -22
Fall 2006 Fall 2005
Math MajorMath Major
Course section average section average Difference427 1 12 -12442 1 23 1 20 3446 2 9 2 9 0467 2 14 2 13 2470 2 33 2 18 31485 3 1 3 1 -1489 1 10 3 10 -21490 1 9 1 15 -6491 4 2 2 2 3
Fall 2006 Fall 2005
Math MajorMath Major
Course section average section average Difference427 1 12 -12442 1 23 1 20 3446 2 9 2 9 0467 2 14 2 13 2470 2 33 2 18 31485 3 1 3 1 -1489 1 10 3 10 -21490 1 9 1 15 -6491 4 2 2 2 3
Fall 2006 Fall 2005
OverviewOverview
Technology tools for guided instruction Technology tools for guided instruction Technology in engineering calculus and beyond.Technology in engineering calculus and beyond.
MATLAB and Maple MATLAB and Maple Technology efficacyTechnology efficacy
Video streaming technology. Video streaming technology. Conferencing technology - how it can be appliedConferencing technology - how it can be applied Mathematics courses online. Mathematics courses online. Diagnostic tools and placement. College Diagnostic tools and placement. College
readinessreadiness
Online Homework SystemsOnline Homework SystemsiLrniLrn
Used in several coursesUsed in several courses Full detailed solutions availableFull detailed solutions available Problems assigned by themselves or Problems assigned by themselves or
a iLrn experta iLrn expert Create your own problemsCreate your own problems Create sample examsCreate sample exams User friendly to assignUser friendly to assign
Online Homework SystemsOnline Homework SystemsTeaching ToolsTeaching Tools
Used for Math 151 – non STEPS Used for Math 151 – non STEPS programprogram
Problems assigned by an expertProblems assigned by an expert
Online Homework SystemsOnline Homework SystemsMyMathLabMyMathLab
Walks the students through a sample problem Walks the students through a sample problem step by step, checking the student’s answers at step by step, checking the student’s answers at each step.each step.
Quick Time videos that accompany selected Quick Time videos that accompany selected problemsproblems
Gives the students a chapter study plan. So, a Gives the students a chapter study plan. So, a student can work some problems and MML will student can work some problems and MML will help them determine their strengths and help them determine their strengths and weaknesses within the chapter.weaknesses within the chapter.
Sample tests for each chapterSample tests for each chapter Create your own problemsCreate your own problems
Online Homework SystemsOnline Homework SystemsMyMathLabMyMathLab
Animations accompany selected problemsAnimations accompany selected problems Full detailed solutionsFull detailed solutions Online training sessions for instructorsOnline training sessions for instructors Instructors can add columns to the Instructors can add columns to the
gradebook for offline assignments (like in gradebook for offline assignments (like in class quizzes). This allows the instructor class quizzes). This allows the instructor to post all the students grades online. to post all the students grades online.
Easy to useEasy to use Excellent tech support for both instructor Excellent tech support for both instructor
and student.and student.
Math 151/152 --- STEPS vs. non Math 151/152 --- STEPS vs. non STEPSSTEPS
STEPS seeks to STEPS seeks to Increase motivation of first year Increase motivation of first year
studentsstudents Improve quality and engagement in Improve quality and engagement in
math engineering and physics.math engineering and physics. Increase retention and academic Increase retention and academic
performanceperformance
Math 151/152 Math 151/152 STEPS vs. non-STEPSSTEPS vs. non-STEPS
Steps does this by usingSteps does this by using
Clustering/cohortsClustering/cohorts Common sections Common sections Common exam scheduleCommon exam schedule Engaging faculty to engage students Engaging faculty to engage students
Engineering Calculus Engineering Calculus TechnologyTechnology
MapleMaple 10 years +10 years + Symbolic capabilitiesSymbolic capabilities Excellent graphicsExcellent graphics MapletsMaplets
MATLABMATLAB 4 years4 years Engineering preferredEngineering preferred Pure computing powerPure computing power Superior graphicsSuperior graphics
Engineering CalculusEngineering Calculus
Pros and Cons of MaplePros and Cons of Maple SymbolicSymbolic Easy to learnEasy to learn Symbolic capabilities/Excellent graphicsSymbolic capabilities/Excellent graphics MapletsMaplets Not widely used in industryNot widely used in industry Efficacy is not clearEfficacy is not clear
Engineering CalculusEngineering Calculus
Pros and Cons of MATLABPros and Cons of MATLAB State of the art algorithmsState of the art algorithms Great computing powerGreat computing power Widely used in engineering/industryWidely used in engineering/industry ProgrammingProgramming Symbolic capabilities are not simple to Symbolic capabilities are not simple to
applyapply Efficacy is not clearEfficacy is not clear
Video Streaming Video Streaming TechnologyTechnology
Current use: Current use: Problem sessionsProblem sessions Course lecturesCourse lectures Special tutorialsSpecial tutorials Centra sessionsCentra sessions
Projected useProjected use Full course contentFull course content Graduate coursesGraduate courses College readiness tutorialsCollege readiness tutorials
Conferencing SoftwareConferencing Software
Net MeetingNet Meeting Centra (160 licenses)Centra (160 licenses)
Live and interactive, Fully class enabledLive and interactive, Fully class enabled White boardWhite board Importable presentationsImportable presentations Recorded sessionRecorded session Application sharing.Application sharing.
Mathematics Courses OnlineMathematics Courses Online
Masters program ( M609, M614, Masters program ( M609, M614, M629, M640, M645-6, M660, M664, M629, M640, M645-6, M660, M664, M666, M696, M470, M451, M639)M666, M696, M470, M451, M639)
WebCalcWebCalc Finite MathFinite Math Applied CalculusApplied Calculus Math education (M689)Math education (M689)
Online Delivery ToolsOnline Delivery Tools
WebCT (full course management)WebCT (full course management) Respondus/WebAssign (testing, Respondus/WebAssign (testing,
survey)survey) Turnitin (authentication/verification)Turnitin (authentication/verification) Centra (conferencing)Centra (conferencing) Streaming video/audioStreaming video/audio
Diagnostic ExaminationsDiagnostic Examinations
PlacementPlacement College readiness – the buzzwordsCollege readiness – the buzzwords ResearchResearch
What has been done?What has been done? What has been learned?What has been learned? Where shall we go with this?Where shall we go with this?
In the Fall 2005 a diagnostic In the Fall 2005 a diagnostic test was administered to most test was administered to most
incoming students, and incoming students, and essentially all engineering essentially all engineering
students. students.
In this brief report we show the In this brief report we show the results and correlations of the results and correlations of the student diagnostic scores and student diagnostic scores and
final grades in final grades in Calculus I (Math 151) Calculus I (Math 151) Calculus II (Math 152) Calculus II (Math 152)
And other coursesAnd other courses
Math 151 – Engineering CalcMath 151 – Engineering CalcMath 151 - 05CGrade Count Cummulative Diagnostic Grade pointsA 206 206 0.80 4B 198 404 0.73 3C 143 547 0.67 2D 84 631 0.67 1F 60 691 0.59 0Q 17 708 0.59W 7 715 0.60Total 715 0.963 PearsonDiagnostic average 0.714 2.59 GPR
Grade Exclusion DWF 80D# 47 ABC 547F# 41 % success 87.2%OverallDWF 168 0.740ABC 547 0.586% success 76.5%
Math 152 - Spring 06
CountDiagnostic Average
Grade Points
Standard Deviation
A 134 135 0.82 4 0.095B 226 361 0.77 3 0.119C 265 626 0.75 2 0.114D 160 786 0.72 1 0.098F 155 941 0.69 0 0.132
940 Average = 0.752 R = 0.989GRP = 2.026
Math 152 – Engineering Calculus
Math 142 – Business CalcMath 142 – Business CalcMath 142 -05C
Grade Count Count Average Grade PtsA 148 148 0.753 4B 246 394 0.679 3C 160 554 0.622 2D 73 627 0.575 1F 94 721 0.582 0
NG 1 722 0.484Q 79 801 0.560W 0 801 -
801 0.95 PearsonDiagnostic average 0.647 2.39 GPR
Grade Exclusion DWF 219D# 0 ABC 554F# 28 % success 71.7%OverallDWF 247 0.683ABC 554 0.585% success 69.2%
Math 150 – Pre-CalculusMath 150 – Pre-CalculusMath 150 - 05C
Grade Count Cummulative Diagnostic Grade pointsA 59 59 0.644 4B 73 132 0.591 3C 87 219 0.574 2D 61 280 0.499 1F 89 369 0.460 0Q 22 391 0.479W 2 393 0.652
Total 393 0.987 PearsonDiagnostic average 0.541 1.870 GPR
Grade ExclusionD# 40 DWF 62F# 72 ABC 219
% success 77.9%DWF 174ABC 219
% success 55.7%
Math 131 – CalculusMath 131 – CalculusMath 131 - 05C
Grade Count Diagnostic Grade PtsA 68 68 0.730 4B 121 189 0.658 3C 48 237 0.596 2D 44 281 0.551 1F 22 303 0.617 0
NG 0 303 -Q 55 358 0.525W 4 362 0.774
362 0.78 PearsonDiagnostic average -all 0.628 2.56 GPRDiagnostic average - A-F 0.647Grade Exclusion ABC 237D# 0 DWF 103F# 22 % success 69.7%OverallABC 237 0.668DWF 125 0.551% success 65.5%
SummarySummary
Grade 131 141 142 150 151 171A 0.73 0.76 0.75 0.64 0.80 0.81B 0.66 0.67 0.68 0.59 0.73 0.73C 0.60 0.60 0.62 0.57 0.67 0.68D 0.55 0.55 0.58 0.50 0.67 0.68F 0.62 0.54 0.58 0.46 0.59 0.57
NG - 0.50 0.48 0.48 0.59 -Q 0.52 0.54 0.56 0.65 0.60 0.60W 0.77 -
Diagnostic Scores over Grades
The DiagnosticThe Diagnostic
Exponentials and Logarithms (EXPO)Exponentials and Logarithms (EXPO) Polynomials and factoring (POLY)Polynomials and factoring (POLY) Graphing - domain and shifting (GRPH)Graphing - domain and shifting (GRPH) Rational functions and complex Rational functions and complex
fractions (FUNC)fractions (FUNC) Trigonometry (TRIG)Trigonometry (TRIG) Power rules (POWER)Power rules (POWER) Problem solving (PROB)Problem solving (PROB)
The DiagnosticThe Diagnostic
Percentage ScoresTOTAL EXPO POLY GRPH FUNC TRIG POWER PROB
Math 151 64.60% 7.40% 13.20% 9.10% 8.20% 9.80% 9.00% 9.70%Math 150 41.60% 5.20% 9.10% 6.50% 5.20% 7.00% 6.20% 7.30%Math 150/151 55.20%Number of questions 4 6 5 5 5 4 4
M151 Pct correct 61% 73% 60% 54% 65% 74% 80%M150 Pct correct 43% 50% 43% 34% 46% 51% 60%Difference 18% 23% 17% 19% 19% 23% 20%
The National SceneThe National Scene
1.
Benchmarks SEC Overall Pre-Calculus 36.70% 33.00% 35.60%Algebra 26.00% 34.80% 30.40%Calculus for Business 27.00% 30.90% 28.40%Calculus for Engineering 31.30% 31.60% 31.40%
Study performed at the University of Kentucky. It included large state
universities.
Drop/Failure/Withdrawal Rates
Classroom problemsClassroom problems
Reduce class sizesReduce class sizes Monitor student services such as Monitor student services such as
help sessions and WIR more carefullyhelp sessions and WIR more carefully
Strategic problemsStrategic problems
Should we word towards a STEPS-like Should we word towards a STEPS-like format for our freshmen math major format for our freshmen math major courses?courses?
Should we for general committees for Should we for general committees for groups of courses? (e.g. 302, 304, groups of courses? (e.g. 302, 304, 308, & 311)308, & 311)
Technology problemsTechnology problems
More tech training for those that want it.More tech training for those that want it. Advanced Web building tools. Do we Advanced Web building tools. Do we
want to make them more available?want to make them more available? Should we standardize on a couple of Should we standardize on a couple of
e-learning platforms?e-learning platforms? Are graphing calculators helping or Are graphing calculators helping or
hindering mathematics learning?hindering mathematics learning?
Other problemsOther problems
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