elearning in College Mathematics an Online Course in Algebra with Automatic Knowledge Assessment


 Winfred Terry
 1 years ago
 Views:
Transcription
1 elearning in College Mathematics an Online Course in Algebra with Automatic Knowledge Assessment Przemysław Kajetanowicz Institute of Mathematics and Computer Science Wrocław University of Technology Jdrzej Wierzejewski Institute of Mathematics and Computer Science Wrocław University of Technology Abstract A collegelevel online course Algebra with Analytic Geometry is presented. Math concepts and methods are taught through a collection of highly interactive web pages that can be easily turned into an IMS or SCORM package. Nearly 80 types of math problems have been implemented in the form of Javapowered interactive tests that can further be combined into comprehensive exams. The whole process of knowledge assessment can be made automatic. The course was delivered on the blendedlearning basis to a group of 55 students in the spring semester 2005, with stunningly good results. 1. Introduction In the fall 2004, the authors created an experimental Webbased secondary level math lesson with fully automatic knowledge assessment system based on Java technology (see [4]). Encouraged by the obviously promising results of the experiment, we designed, created and taught a complete course in collegelevel algebra. Throughout the paper, we describe both the functionality of the ecourse and its reallife implementation at Wroclaw University of Technology in the spring semester Organization of math content The math content of the course is logically divided into five main chapters: Complex Numbers, Polynomials and Rational Functions, Matrices and Linear Systems, Analytical Geometry in Space, and Conic Sections. Each chapter represents a multipage Shareable Content Object (SCO). The whole content can be easily aggregated into an IMS or a SCORM package (see [1]). Actually, it was turned into an IMS package that was further imported into WebCT as a Content Module. From the presentation point of view, the content of the course can be categorized as follows. Lecture notes: those are Web pages where traditional exposition of material is supplemented with conceptillustrating calculators, interactive animations, and powerful selfassessment tools in the form of interactive Javapowered tests. In that way, a student is given instructional environment in which the study of concepts and methods is supported by a big amount of interaction. Exercise pages: those are pages where interactive exercises (again in the form of Javapowered tests) are gathered together to address a group of related notions or methods. Sometimes, exercises are further split into groups of varying difficulty. Exams: individual singletypeproblem tests can be combined into comprehensive exams that can be used both for practice (socalled practice exams) and for administrative assessment purposes in the instruction process. Many parameters, such as the number, the type, and the difficulty level of exam problems, the time assigned to student for the submission, the scores for individual problems, and the whole exam grading system, can all be controlled at design time, thus offering an instructor a very flexible assessment tool. 3. Functionality of tests and exams Nearly 80 types of math problems are supported in the form of interactive tests, varying from simple, drilltype exercises to quite sophisticated graphing problems or problems where the user is supposed to demonstrate mastery of a given method Functionality of a single test An individual test addresses a problem of a given type and has these features. Random generation of data the user can generate an unlimited collection of problems.
2 The level of difficulty can be set at design time. More specifically, it is possible to control the test behavior in such a way that problems with desired level of difficulty are generated according to predefined probabilities. Immediate grading is available as soon as the student submits his or her solution in the applet window. Immediate correct stepbystep solutions are available. Various methods of grading for a given problem can be set at design time, depending on the purpose that the underlying test serves (an individual drilltype exercise or a part of an exam). Time constraint can be imposed on every test, forcing the student to provide the solution within prescribed amount of time. The lettergrading system can be defined at design time, so that the exam total score can be transformed into a letter grade. The correct solution of each problem is available as soon as the student submits the exam. The students greeted this feature with true interest. Many students pointed out that immediate access to the correct solution helped them identify their own errors easily. Fig. 1. Singleconcept test 3.2. Functionality of an exam An exam is a collection of problems gathered in a common window, and serving the purpose of more comprehensive knowledge assessment. In the actual implementation of the course, the assessment strategy was completely based on automatic exams. This is discussed in the sequel. All the features of single tests that we listed before carry over to an exam. Additionally, exams have the following functionality features. Random generation of problems the type of problems that the student will be given can be controlled at design time. The designer can either predefine the exact type of each problem on the exam, or the probability with which problems of given types will appear. In that way, two students get two different sets of problems. The order in which the problems of individual types appear in the exam window can be fixed or randomized. Fig. 2. Comprehensive exam An exam can be used both for practice and as a formal assessment element in the course. In the latter case, additional authentication and security mechanisms are available, and the exam results can be stored in an SQL database. In the future, this will be replaced by SCORM mechanisms Special tools Many mathematical methods are actually algorithms that are difficult to understand without a considerable amount of practice. This, in turn, often involves tedious computations. Typical examples are algorithms used in geodesy, or the Gauss algorithm in algebra. Tools are provided that release a student from the burden of a great deal of hand computation, letting him or her focus on successive steps of the algorithm instead. A student only prescribes a specific step (e.g., add the third row of the matrix to its first row ) by setting appropriate parameters in an applet window. The actual numerical computation is left to the software. Another obvious benefit of having a utility of that kind is that a student is protected from the risk of frustrating computational errors.
3 administered in a computer lab during the semester and were all fully automatic. It should be emphasized that the students final grades turned out evidently better as compared with similar courses taught in the traditional way, even though the local mathematical community definitely judged the problems given on the automated exams as more difficult than those given traditionally. 6. Student evaluations Fig. 3. Tools for elementary row/column operations 4. Calculators and interactive animations In addition to automatic tests and exams, the student is given a collection of interactive calculators that allow him or her to experiment with some of the math concepts and methods. The elementary row/column operations calculator, for example, enables the student to easier grasp the idea of Gauss elimination. Additionally, interactive animations have been created to illustrate certain geometrical phenomena (e.g., the geometrical definitions of conic sections). 5. Implementation The course was delivered (on a blendedlearning basis) to a group of 55 students of Wroclaw University of Technology in the spring semester Two hours of lectures and one hour of recitation per week were the inclass part of the course. Necessary students drill and practice work having been supported by software, more time in class was available for a teacher to discuss advanced topics and applications. WebCT Learning Management System was used to host the electronic content of the course. In addition to the LMSindependent functions described above, the authors made an extensive use of WebCT functionality, such as online quizzes, discussions, mail, chat, student tracking etc. Online quizzes were a part of the whole assessment system. Two midterm exams and the final exam were An anonymous survey was carried at the end of the course, in order to obtain both the quantitative and the descriptive evaluation from the course participants. The students were asked 8 questions. The first 6 questions were intended to gather students quantitative judgment of various course elements. Each student was asked to provide his or her evaluation, preference or the degree of agreement in the form of a grade ranging from 1 (very low) to 6 (very high). A question about the amount of time spent on the course was included to verify the claim (expressed by a few math faculty during the course) that technologysupported learning will cause so much time burden for students that they might neglect other courses. Question 8 was the descriptive element of the survey students were encouraged to provide written remarks or comments that might have occurred to them Survey results Below we present the survey questions together with the distribution of students responses. Survey was released to students by means of the WebCT Survey tool. The students were confident that the responses were anonymous. Question 1. To what extent did you find the new form of the course (in particular, automatic tests and exams) helpful in your mastering the course material (as confronted with traditional way of learning)? 26% 30% 6% 2
4 Question 2. Would you be interested in other math courses, were they offered in a similar form? Question 4. How strongly would you agree with the statement that the new form implies no more need for classroom recitations? 3% 11% 6% 20% 20% 71% 20% 11% 2 Question 3. Did you find the Webbased lecture notes complete enough to give up classroom lectures? Grade 2 3% Note: the majority of students are willing to drop classroom lectures meetings, yet they are not just as willing to drop the recitations. Question 5. Did the instructors provide sufficient technical support so that you had no problem operating the interactive elements of the course? 6% 62% 17% 31% 63%
5 Question 6. How fairly, in your opinion, was your knowledge assessed by the system of automatic exams? 26% Grade 2 3% 6.2. Students written comments The students were asked this additional question survey: Question 8. Please give us any remarks or comments regarding the course that may occur to you. Except for 3 persons that showed strong frustration and were highly skeptical about the advantages of the new form over the traditional way of teaching, the comments on the course were close to enthusiastic. Here are a few excerpts from students responses: 28% 25% What I especially liked was the availability of all the lecture materials and exercises that could be taken repeatedly, until you mastered a problem completely. Practice exams were of particular value, since they motivated us to work. Note: the exam questions were similar to those given on traditional exams. No such survey has been carried out among students taught traditionally, so no comparison can be made here in terms how students generally judge the fairness of exam questions in algebra courses. The results show that the majority of students judged the system as fair (grades 4 to 6). Question 7. How many hours weekly did you spend working on this course? Do not include the time spent in class. 6 to 10 hrs 53% 5% 2 to 5 hrs 16 to 20 hrs 5% less than 1 hr 37% Note: contrary to the concern expressed by some math faculty, the amount of time spent on the course by the majority of students does not indicate that students attention was drawn away from other courses. I liked the fact that all the materials were available online and thus I could concentrate on listening rather than taking notes during lectures. At the beginning I was terrified at the perspective of taking a course that was delivered in that way, but now I would like to heartily thank the instructors for the opportunity of being a part of this experiment. I can definitely say that thanks to this course I understood things that had been all Greek to me before (...) I truly believe that more courses should be taught that way. I wish to thank again for the opportunity to have been in this course. 7. The present and the future As of this writing, in the fall semester 2005, the second edition of the course is being taught. A group of over 400 freshmen are enrolled in the course. The course is now nearly onethird into the semester. Due to a very large number of students, the grading procedures have been altered. Each student is supposed to individually take six online tests. Obviously, there is no security check (e.g., no guarantee that a student does all the work without someone else s help). Therefore, at the end of the semester, an inlab comprehensive exam will be administered for all the students. The results of the online tests will contribute to the final grade only if a student obtains a predefined minimum score on the final exam. One thing can be immediately noted: except for fewer than 20 cases, the whole group seamlessly jumped into the system. Selfregistration did not posed a problem for students, nor had they any trouble getting used to interactive tools. There is a large group of participants who show very active attitude towards the use of the course utilities.
6 It is the authors strong belief that other math courses would be equally successful if offered in similar form. Active exploration of study concepts and automatic knowledge assessment are obviously an element whose role in successful online math teaching cannot be overestimated (see [2] and [3]). 8. References [1] ADL Technical Team, Sharable Content Object Reference Model (SCORM) Version 1.2, Advanced Distributed Learning, [2] E.Cosyn, JP.Doignon, JC.Falmagne, N.Thiery, The Assessment of Knowledge, in Theory and Practice, [3] J.Engelbrecht, A.Harding, Teaching Undergraduate Mathematics On the Internet, Educational Studies in Mathematics, 58 (2005), p [4] P.Kajetanowicz, J.Wierzejewski, Elesson on Quadratic Function. A Step Towards an Online Remedial Math Course, Proceedings, 5th International Conference Virtual University, Bratislava, Slovakia, December 2004
Introduction. Mathematics 41P Precalculus: First Semester
Precalculus: First Semester Precalculus is the course that bridges the gap between Algebra 2 and Calculus. A thorough understanding of algebra and trigonometry is essential to success in Calculus and other
More informationPHILOSOPHY OF THE MATHEMATICS DEPARTMENT
PHILOSOPHY OF THE MATHEMATICS DEPARTMENT The Lemont High School Mathematics Department believes that students should develop the following characteristics: Understanding of concepts and procedures Building
More informationREDESIGNING STUDENT LEARNING ENVIRONMENTS
REDESIGNING STUDENT LEARNING ENVIRONMENTS TODAY S DISCUSSION Overview of the Methodology and Findings of the Successful Redesign Projects Proven Models for Successful Redesign Established in 1999 as a
More informationTITLE: Elementary Algebra and Geometry OFFICE LOCATION: M106 COURSE REFERENCE NUMBER: see Website PHONE NUMBER: (619) 3883252
SDCCD ONLINE COURSE: MATH 95 PROFESSOR: David Kater TITLE: Elementary Algebra and Geometry OFFICE LOCATION: M106 COURSE REFERENCE NUMBER: see Website PHONE NUMBER: (619) 3883252 OFFICE HOURS: Online.
More informationPlease start the slide show from the beginning to use links. Click here for active links to various courses
Please start the slide show from the beginning to use links Click here for active links to various courses CLICK ON ANY COURSE BELOW TO SEE DESCRIPTION AND PREREQUISITES To see the course sequence chart
More informationRedesigned College Algebra. Southeast Missouri State University Ann Schnurbusch
Redesigned College Algebra Southeast Missouri State University Ann Schnurbusch Why redesign the course? Developmental courses previously redesigned College Algebra already in transition High failure rate
More informationCollege Algebra A story of redesigning a course to improve conceptual understanding
College Algebra A story of redesigning a course to improve conceptual understanding Scott Peterson Oregon State University speter@math.oregonstate.edu History and challenges in College Algebra Types of
More informationDiablo Valley College Catalog 20142015
Mathematics MATH Michael Norris, Interim Dean Math and Computer Science Division Math Building, Room 267 Possible career opportunities Mathematicians work in a variety of fields, among them statistics,
More informationMath 96 Intermediate Algebra & Geometry (Online) San Diego Miramar College Spring Semester 2008 (0128 to 0524) CRN# 53607 (5 unit course)
Math 96 Intermediate Algebra & Geometry (Online) San Diego Miramar College Spring Semester 2008 (0128 to 0524) CRN# 53607 (5 unit course) INSTRUCTOR & WEBSITE INFORMATION Instructor: Howard Blumenfeld
More informationMAT 096, ELEMENTARY ALGEBRA 6 PERIODS, 5 LECTURES, 1 LAB, 0 CREDITS
1 LAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK MATHEMATICS, ENGINEERING and COMPUTER SCIENCE DEPARTMENT FALL 2015 MAT 096, ELEMENTARY ALGEBRA 6 PERIODS, 5 LECTURES, 1 LAB, 0 CREDITS Catalog
More informationStudent Preferences for Learning College Algebra in a Web Enhanced Environment
Abstract Student Preferences for Learning College Algebra in a Web Enhanced Environment Laura Pyzdrowski West Virginia University Anthony Pyzdrowski California University of Pennsylvania It is important
More information67 204 Mathematics for Business Analysis I Fall 2007
67 204 Mathematics for Business Analysis I Fall 2007 Instructor Asõkā Rāmanāyake Office: Swart 223 Office Hours: Monday 12:40 1:40 Wednesday 8:00 9:00 Thursday 9:10 11:20 If you cannot make my office hours,
More informationStephanie A. Mungle TEACHING PHILOSOPHY STATEMENT
Stephanie A. Mungle TEACHING PHILOSOPHY STATEMENT I am a selfdirected, enthusiastic college mathematics educator with a strong commitment to student learning and excellence in teaching. I bring my passion
More informationMathematics Objective 6.) To recognize the limitations of mathematical and statistical models.
Spring 20 Question Category: 1 Exemplary Educational Objectives Mathematics THECB Mathematics Objective 1.) To apply arithmetic, algebraic, geometric, higherorder thinking, and statistical methods to
More informationMATHEMATICS COURSES Grades 812 20152016
MATHEMATICS COURSES Grades 812 20152016 Calculus III H Calculus II H A.P. Calculus BC A.P. Statistics A.P. Calculus AB A.P. Calculus BC Algebra II H* PreCalculus H Calculus/Stats H A.P. Calculus AB
More informationMath 35 Section 43376 Spring 2014. Class meetings: 6 Saturdays 9:00AM11:30AM (on the following dates: 2/22, 3/8, 3/29, 5/3, 5/24, 6/7)
Math 35 Section 43376 Spring 2014 Class meetings: 6 Saturdays 9:00AM11:30AM (on the following dates: 2/22, 3/8, 3/29, 5/3, 5/24, 6/7) Instructor: Kathy Nabours Office: MTSC 133 Email: kathy.nabours@rcc.edu
More informationROCHESTER INSTITUTE OF TECHNOLOGY COURSE OUTLINE FORM COLLEGE OF SCIENCE. School of Mathematical Sciences
! ROCHESTER INSTITUTE OF TECHNOLOGY COURSE OUTLINE FORM COLLEGE OF SCIENCE School of Mathematical Sciences New Revised COURSE: COSMATH101 College Algebra 1.0 Course designations and approvals: Required
More informationSpringfield Technical Community College School of Mathematics, Sciences & Engineering Transfer
Springfield Technical Community College School of Mathematics, Sciences & Engineering Transfer Department: Mathematics Course Title: Algebra 2 Course Number: MAT097 Semester: Fall 2015 Credits: 3 NonGraduation
More informationMATH 1314 College Algebra Departmental Syllabus
MATH 1314 College Algebra Departmental Syllabus Spring 2014 Catalog Description MATH 1314. College Algebra (330) This course is an indepth study and application of polynomial, rational, radical, exponential
More informationWEPS PEER AND AUTOMATIC ASSESSMENT IN ONLINE MATH COURSES
WEPS PEER AND AUTOMATIC ASSESSMENT IN ONLINE MATH COURSES Olga Caprotti, Johanna Ojalainen, Matti Pauna, and Mika Seppälä Department of Mathematics and Statistics, University of Helsinki, Finland P.O.
More informationMath 1324.50 (Mathematics for Business and Social Sciences I),19480, MW 11:10 12:35, Room 117, AEC
CISCO COLLEGE FALL 2015Semester Math 1324.50 (Mathematics for Business and Social Sciences I),19480, MW 11:10 12:35, Room 117, AEC INSTRUCTOR: J. C. McDANIEL J.C. McDaniel is a 1970 and 1971 graduate of
More informationHigh School Mathematics Program. High School Math Sequences
or High School Mathematics Program High School Math Sequences 9 th Grade 10 th Grade 11 th Grade 12 th Grade *Algebra I Pre Calculus Personal Finance 9 th Grade 10 th Grade 11 th Grade 12 th Grade Calculus
More informationMathematics Department Course outline Statistics for Social Science 201401DW
Mathematics Department Course outline Statistics for Social Science 201401DW COURSE OBJECTIVES To introduce basic statistical concepts to social science students. For details, see Dawson Social Science
More informationMATHEMATICS. Administered by the Department of Mathematical and Computing Sciences within the College of Arts and Sciences. Degree Requirements
MATHEMATICS Administered by the Department of Mathematical and Computing Sciences within the College of Arts and Sciences. Paul Feit, PhD Dr. Paul Feit is Professor of Mathematics and Coordinator for Mathematics.
More informationAssessing the General Education Mathematics Courses at a Liberal Arts College for Women
1 Assessing the General Education Mathematics Courses at a Liberal Arts College for Women AbdelNaser AlHasan and Patricia Jaberg Mount Mary College, Milwaukee, WI 53222 alhasana@mtmary.edu jabergp@mtmary.edu
More informationLAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE
LAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE MAT 119 STATISTICS AND ELEMENTARY ALGEBRA 5 Lecture Hours, 2 Lab Hours, 3 Credits Pre
More informationMATH. ALGEBRA I HONORS 9 th Grade 12003200 ALGEBRA I HONORS
* Students who scored a Level 3 or above on the Florida Assessment Test Math Florida Standards (FSAMAFS) are strongly encouraged to make Advanced Placement and/or dual enrollment courses their first choices
More informationOnline Algebra 2 Syllabus Fairfax County Public SchoolsOnline Campus
Part 1: Course Information Course Description Algebra 2 provides a thorough treatment of algebraic concepts through the study of functions, polynomials, rational expressions, complex numbers, exponential
More informationTRANSFORMING LEARNING ENVIRONMENTS THROUGH COURSE REDESIGN
TRANSFORMING LEARNING ENVIRONMENTS THROUGH COURSE REDESIGN TODAY S DISCUSSION Overview of the Methodology and Findings of the Successful Redesign Projects Examples from Successful Institutions Established
More informationATTITUDE TOWARDS ONLINE ASSESSMENT IN PROBABILITY AND STATISTICS COURSE AT UNIVERSITI TEKNOLOGI PETRONAS
ATTITUDE TOWARDS ONLINE ASSESSMENT IN PROBABILITY AND STATISTICS COURSE AT UNIVERSITI TEKNOLOGI PETRONAS Afza Shafie 1, Josefina Barnachea Janier 2 Department of Fundamental and Applied Sciences Universiti
More informationVirtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam?
Virtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam? Jerald G. Schutte California State University, Northridge email  jschutte@csun.edu Abstract An experimental
More informationCOURSE OUTLINE FOR MATH 115. Instructor: Rich Tschritter, Ewing 268. Text: Precalculus, Sixth Edition, by Larson & Hostetler CHAPTER A: APPENDIX A
COURSE OUTLINE FOR MATH 115 Instructor: Rich Tschritter, Ewing 268 Text: Precalculus, Sixth Edition, by Larson & Hostetler CHAPTER A: APPENDIX A 1 A.4 2 Rational Expressions 2 A.5 1 Solving Equations 3
More informationMath Courses Available After College Algebra. nsm.uh.edu
Math Courses Available After College Algebra This video is designed for: Students transferring into the University of Houston from a community college UH students with college algebra credit I have College
More information2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS
Chemistry Department Policy Assessment: Undergraduate Programs 1. MISSION STATEMENT The Chemistry Department offers academic programs which provide students with a liberal arts background and the theoretical
More informationEXPECTED LEARNING OUTCOMES:
PCCUA 1 Course Name: COLLEGE ALGEBRA Course Number: MS 123 ACTS Course: MATH 1103 (transferable) Semester and Year: Fall 2015 Meeting Place: C103 Meeting Time: Tues/Thurs 11:00a12:20p Prerequisites: 19+
More informationMathematics Courses. (All Math courses not used to fulfill core requirements count as academic electives.)
(All Math courses not used to fulfill core requirements count as academic electives.) Course Number Course Name Grade Level Course Description Prerequisites Who Signs for Course 27.04810 GSE Foundations
More informationThe Partnership for the Assessment of College and Careers (PARCC) Acceptance Policy Adopted by the Illinois Council of Community College Presidents
The Partnership for the Assessment of College and Careers (PARCC) Acceptance Policy Adopted by the Illinois Council of Community College Presidents This policy was developed with the support and endorsement
More informationRequisite Approval must be attached
Requisite Approval must be attached CITRUS COMMUNITY COLLEGE DISTRICT DEPARTMENT Mathematics COURSE NUMBER MATH 148 TITLE Intermediate Algebra I THIS COURSE IS CLASSIFIED AS: DEGREE APPLICABLE UNIT VALUE
More informationPRECALCULUS WITH INTERNETBASED PARALLEL REVIEW
PRECALCULUS WITH INTERNETBASED PARALLEL REVIEW Rafael MARTÍNEZPLANELL Daniel MCGEE Deborah MOORE Keith WAYLAND Yuri ROJAS University of Puerto Rico at Mayagüez PO Box 9018, Mayagüez, PR 00681 email:
More informationPrairie View A & M University
Prairie View A & M University Semester: Spring 2016 Course Title: College Algebra Course Prefix: Math Course No.: 1113 Section No.: P02 CRN: 20037 Department of Mathematics College of Arts and Science
More informationResults of a Summer Enrichment Program for Prefreshmen Minority Engineering Students
Results of a Summer Enrichment Program for Prefreshmen Minority Engineering Students Yacob Astatke, Craig Scott, Kemi LadejiOsias, Grace Mack Abstract This paper will discuss the results received from
More informationCabrillo College Catalog 20152016
MATHEMATICS Natural and Applied Sciences Division Wanda Garner, Division Dean Division Office, Room 701 Jennifer Cass, Department Chair, (831) 4796363 Aptos Counselor: (831) 4796274 for appointment Watsonville
More information1. In your department: 2. In your department: 3. Your department: Page 2. nmlkj nmlkj nmlkj nmlkj. nmlkj nmlkj nmlkj nmlkj. nmlkj nmlkj nmlkj nmlkj
Your college or university has been selected to be part of a national survey of calculus instruction across the United States. This research project is conducted by the Mathematical Association of America.
More informationResearch Proposal: Evaluating the Effectiveness of Online Learning as. Opposed to Traditional Classroom Delivered Instruction. Mark R.
1 Running head: Effectiveness of Online Learning Research Proposal: Evaluating the Effectiveness of Online Learning as Opposed to Traditional Classroom Delivered Instruction Mark R. Domenic University
More informationIncorporation of an online tutoring tool into programming courses. Abstract
Incorporation of an online tutoring tool into programming courses Ozgur Aktunc Engineering Department St. Mary s University oaktunc@stmarytx.edu Abstract One of the challenges growing institutions face
More informationWelcome to Mrs. Henisa s Prep for College Algebra Class 20142015
Welcome to Mrs. Henisa s Prep for College Algebra Class 20142015 Please take this packet home to your parents/guardians to read through and return the parent/student Information Page by Friday, August
More informationIntroduction. The busy lives that people lead today have caused a demand for a more convenient method to
OnLine Courses: A Comparison of Two Vastly Different Experiences by Sharon Testone, Ph.D. Introduction The busy lives that people lead today have caused a demand for a more convenient method to gain a
More informationRANGER COLLEGE Math 1314 College Algebra  ONLINE
RANGER COLLEGE Math 1314 College Algebra  ONLINE ONLINE Instructor: Kimberly Calton Office Location: Early Campus Office Hours: Otherwise by appointment only Cell Phone: 5129148883 EMail: kcalton@rangercollege.edu
More informationSecondary Mathematics Teacher Preparation Programs in the US. Jon R. Star Harvard University
Secondary Mathematics Teacher Preparation Programs in the US Jon R. Star Harvard University Overview of remarks Overview of university structure in the US, including requirements of collegiate majors Requirements
More informationMATH 1314 College Algebra Departmental Syllabus
MATH 1314 College Algebra Departmental Syllabus Fall 2010 Catalog Description MATH 1314. College Algebra (330) This course is a study of solutions to equations and inequalities, algebraic functions and
More informationMath 1280/1300, PreCalculus
Math 1280/1300, PreCalculus Instructor: Office: Office Hours: Phone: Email: MyMathLab Course Code: Text and Materials: ISBN: 1269594060 Author: Blitzer Title: Precalculus, Books a la Carte Edition Package
More informationInternet Investigations of Text Material to Compare Programs Across Institutions
Internet Investigations of Text Material to Compare Programs Across Institutions Patricia B. Cerrito Department of Mathematics University of Louisville Louisville, KY 40292 5028526010 pcerrito@louisville.edu
More informationMAT 103B College Algebra Part I Winter 2016 Course Outline and Syllabus
MAT 103B College Algebra Part I Winter 2016 Course Outline and Syllabus Instructor: Meeting Venue: Email: Caren LeVine Monday/Wednesday 6pm 7:50pm, E106 celevine@mail.ltcc.edu Office Hours (Outside The
More informationMAT187 Precalculus Spring 2016 Section 27756
MAT187 Precalculus Spring 2016 Section 27756 12:002:05 PM Instructor: Bill Johnson Office Location: CM 441A Phone: (480) 7316581 (Math/Science Tutor Center) Math Office (leave message) Office Hours:
More informationElementary Statistics
Elementary Statistics MATH 134242073 Syllabus Instructor: Scott Tyson Email: styson@austincc.edu Office: TBA Office Hours: TBA Meeting time: TTH 2:50pm4:05pm Room: SAC 1301 1 The Course 1.1 Course Description
More informationMATH M152 College Algebra for the Liberal Arts
MATH M152 College Algebra for the Liberal Arts Hank Hernandez (lecturer in Math and interim director of the Math Assistance Center [MAC]) has been working to develop a new math course entitled, College
More informationSequence of Mathematics Courses
Sequence of ematics Courses Where do I begin? Associates Degree and Nontransferable Courses (For math course below prealgebra, see the Learning Skills section of the catalog) MATH M09 PREALGEBRA 3 UNITS
More informationSaxon Homeschool Math Scope and Sequence
hmhco.com Saxon Homeschool Math Scope and Sequence Saxon Philosophy The unique structure of Saxon Math promotes student success through the proven educational practices of incremental development and continual
More informationACT Mathematics subscore of 22 or greater or COMPASS Algebra score of 50 or greater or MATH 1005 or DSPM 0850
MATH 1710 College Algebra Course Syllabus Spring 2014 Course Information Course Description: Learning Outcomes: Prerequisites: Course Topics: This course emphasizes analysis of functions and graphs, complex
More informationAssessing Quantitative Reasoning in GE (Owens, Ladwig, and Mills)
Assessing Quantitative Reasoning in GE (Owens, Ladwig, and Mills) Introduction Many students at CSU, Chico, receive much of their collegelevel mathematics education from the one MATH course they complete
More informationWest LA College Mathematics Department. Math 227 (4916) Introductory Statistics. Fall 2013 August 26  December 9, 2013
Course Title West LA College Mathematics Department Math 227 (4916) Introductory Statistics Fall 2013 August 26  December 9, 2013 Instructor Information Instructor: Ms. W. Miao Office Hours: 7:558:30
More information1314 Online College Algebra Course Description
1314 Online College Algebra Course Description Burrus 1 This is not a selfpaced course. Over the course of the semester, you will study linear, quadratic, polynomial, rational, radical, absolute value,
More informationMATH 2412 PRECALCULUS SPRING 2015 Synonym 26044, Section 011 MW 12:001:45, EVC 8106
MATH 2412 PRECALCULUS SPRING 2015 Synonym 26044, Section 011 MW 12:001:45, EVC 8106 INSTRUCTOR: Carolynn Campbell Reed EMAIL: creed@austincc.edu WEBSITE: http://www.austincc.edu/creed PHONE/OFFICE: 2235825
More informationIntroduction to the Mathematics Correlation
Introduction to the Mathematics Correlation Correlation between National Common Core Standards for Mathematics and the North American Association for Environmental Education Guidelines for Excellence in
More informationTeaching and Encouraging Meaningful Reading of Mathematics Texts
Teaching and Encouraging Meaningful Reading of Mathematics Texts Jane Friedman, Perla Myers and Jeff Wright Department of Mathematics and Computer Science University of San Diego 5998 Alcala Park, San
More informationAnalysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course
The Journal of Interactive Online Learning Volume 1, Number 3, Winter 2003 www.ncolr.org ISSN: 15414914 Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course Charles L.
More informationMasterybased, Modularized, Selfpaced Courses for Student Success: There is more than one way to Emporium!
Masterybased, Modularized, Selfpaced Courses for Student Success: There is more than one way to Emporium! Insert Picture of your choice AMATYC Conference Jacksonville, Florida November 2012 Dr. Kim Tsai
More informationMath 830 Elementary Algebra
Math 830 Elementary Algebra Tue, Thur: 1:00pm2:45pm Instructor: Dr. Lemee Nakamura Room: 3507 Office: 3621 Section 1979 Phone: 7607572121 ext.6219 Spring 2010 Email: lnakamura@miracosta.edu Office
More informationIntermediate & College Algebra Course Redesign Final Report. College Algebra  Replacement Model
Intermediate & College Algebra Course Redesign Final Report Department of Sciences and Mathematics Mississippi University for Women Kerzel Principal Investigator and Department Chair Adhikari, Hanes, Oppenheimer,
More informationManagement Science 250: Mathematical Methods for Business Analysis Three Semester Hours
Management Science 250: Mathematical Methods for Business Analysis Three Semester Hours Dr. Laura Swanson Office: FH, Rm. 3121 Homepage: http://www.siue.edu/~lswanso Office telephone: (618) 6502710 email:
More informationMAT 108H2 COLLEGE ALGEBRA 4 cr. (40) (hybrid)
JOHN A. LOGAN COLLEGE K. Giritharan SM 15 MAT 108H2 COLLEGE ALGEBRA 4 cr. (40) (hybrid) COURSE DESCRIPTION: College Algebra gives indepth study of graphs of equations, functions, transformations, and
More informationTeaching Without a Classroom: Delivering Courses Online
Teaching Without a Classroom: Delivering Courses Online Gary McDonald, Professor Department of Computer Science and Information Systems Northwest Missouri State University gary@mail.nwmissouri.edu Merry
More informationThinkwell s Homeschool Algebra 2 Course Lesson Plan: 34 weeks
Thinkwell s Homeschool Algebra 2 Course Lesson Plan: 34 weeks Welcome to Thinkwell s Homeschool Algebra 2! We re thrilled that you ve decided to make us part of your homeschool curriculum. This lesson
More informationAssessing the Impact of a TabletPCbased Classroom Interaction System
STo appear in Proceedings of Workshop on the Impact of PenBased Technology on Education (WIPTE) 2008. Assessing the Impact of a TabletPCbased Classroom Interaction System Kimberle Koile David Singer
More informationDiscrete Mathematics I Distance Learning (online) sections
FLORIDA STATE UNIVERSITY MAD 2104 Discrete Mathematics I Distance Learning (online) sections Summer 2014 https:/ /campus.fsu.edu Florida State University Tallahassee, Florida 32306 Copyright 2014 Florida
More informationSTUDENT PARTICIPATION INDEX: STUDENT ASSESSMENT IN ONLINE COURSES
STUDENT PARTICIPATION INDEX: STUDENT ASSESSMENT IN ONLINE COURSES Alan Y K Chan, K O Chow Department of Computer Science City University of Hong Kong K S Cheung School of Continuing Education Hong Kong
More informationProgram Handbook for the BSEd in MATHEMATICS EDUCATION
Department of Mathematics and Science Education 105 Aderhold Hall Athens GA 306027124 Phone: 706.542.4194 Fax: 706.542.4551 http://www.coe.uga.edu/mse mse@uga.edu Program Handbook for the BSEd in MATHEMATICS
More informationPrerequisite Math 115 with a grade of C or better, or appropriate skill level demonstrated through the Math assessment process, or by permit.
Summer 2016 Math 125 Intermediate Algebra Section 0179, 5 units Online Course Syllabus Instructor Information Instructor: Yoon Yun Email: yunyh@lamission.edu Phone: (818)3647691 MyMathLab: MyMathLab.com
More informationSTAT 1403 College Algebra Dr. Myron Rigsby Fall 2013 Section 0V2 crn 457 MWF 9:00 am
MATH 1403 College Algebra/ Rigsby/ Fall 2013 Page 1 Credit Hours: 3 Lecture Hours: 3 University of Arkansas Fort Smith 5210 GRAND AVENUE P.O. BOX 3649 FORT SMITH, AR 729133649 4797887000 Syllabus and
More informationJMS, MAT150 THIS SYLLABUS, COURSE SCHEDULE, ASSIGNMENTS, AND EXAM DATES Summer 2014 ARE SUBJECT TO CHANGE AS CIRCUMSTANCES DICTATE.
SCOTTSDALE COMMUNITY COLLEGE MATHEMATICS DEPARTMENT MAT150, COLLEGE ALGEBRA CLASS# 16015 TIME: 12:10pm 2:20pm DAYS: M, Tu, W, Th LOCATION: CM 465 INSTRUCTOR: J. Michael Sinclair voice mail: 4807318866
More informationMSGP Associated Course Codes with Descriptions
MSGP Course Codes Current Course Codes 201415 Course Codes 201516 Math 270201 Sixth Grade Mathematics 270201 Sixth Grade Mathematics 270202 Seventh Grade Mathematics 270202 Seventh Grade Mathematics
More informationThe Role of InPerson Instructional Support for Students Taking Online Credit Recovery
Getting Back on Track The Role of InPerson Instructional Support for Students Taking Online Credit Recovery RESEARCH BRIEF 2 April 2016 AUTHORS OF THIS RESEARCH BRIEF are Suzanne Taylor (American Institutes
More informationEleonóra STETTNER, Kaposvár Using Microsoft Excel to solve and illustrate mathematical problems
Eleonóra STETTNER, Kaposvár Using Microsoft Excel to solve and illustrate mathematical problems Abstract At the University of Kaposvár in BSc and BA education we introduced a new course for the first year
More informationMT120ES: Topics in Applied College Math (4 credits; 100% online) Syllabus Fall 2013
Contact Information for Professor Wood MT120ES: Topics in Applied College Math (4 credits; 100% online) Syllabus Fall 2013 Phone: (603) 2716484 x4341 Email: mwood@ccsnh.edu Office: Sweeney Hall, Room
More informationMATH 1050, College Algebra, QL, 4 credits. Functions: graphs, transformations, combinations and
MATH 1050 Syllabus MATH 1050, College Algebra, QL, 4 credits. Functions: graphs, transformations, combinations and inverses. Polynomial, rational, exponential, logarithmic functions and applications. Systems
More informationCOLLEGE ALGEBRA LEARNING COMMUNITY
COLLEGE ALGEBRA LEARNING COMMUNITY Tulsa Community College, West Campus Presenter Lori Mayberry, B.S., M.S. Associate Professor of Mathematics and Physics lmayberr@tulsacc.edu NACEP National Conference
More informationSAN DIEGO COMMUNITY COLLEGE DISTRICT CITY COLLEGE ASSOCIATE DEGREE COURSE OUTLINE
MATH 098 CIC Approval: BOT APPROVAL: STATE APPROVAL: EFFECTIVE TERM: SAN DIEGO COMMUNITY COLLEGE DISTRICT CITY COLLEGE ASSOCIATE DEGREE COURSE OUTLINE SECTION I SUBJECT AREA AND COURSE NUMBER: Mathematics
More informationRICHARD KEVIN MAXWELL
RICHARD KEVIN MAXWELL EDUCATION Waynesburg College, Waynesburg, Pennsylvania Secondary Teacher Certification Program, August 1997  May 1998 Student Teaching: West Greene Senior High School, Rogersville,
More informationINITIAL PROGRAM APPROVAL TRAINING 2015 TRANSCRIPT
INITIAL PROGRAM APPROVAL TRAINING 2015 TRANSCRIPT Slide 1: Good day, I am Tonya Jones and I would like to welcome you and thank you for attending our Initial Program Approval Training. This training is
More informationGES3 Solve problems using quantitative reasoning.
GES3 Solve problems using quantitative reasoning. MATH1010 Foundations of Math Semester: FALL 2013 REPORT DATE: 1/13/2014 Foundations of Math is an introductory level mathematics course that serves non
More informationApplications GeoGebra into Teaching Some Topics of Mathematics at the College Level
UDC 4.738, DOI:.98/csis99D Applications GeoGebra into Teaching Some Topics of Mathematics at the College Level Ljubica Diković Business Technical College, Trg Svetog Save 34, 3 Užice, Serbia dikoviclj@gmail.com
More informationCOURSE SYLLABUS PreCalculus A/B Last Modified: April 2015
COURSE SYLLABUS PreCalculus A/B Last Modified: April 2015 Course Description: In this yearlong PreCalculus course, students will cover topics over a two semester period (as designated by A and B sections).
More informationTechnological Tools to Learn and Teach Mathematics and Statistics
IMACST: VOLUME 3 NUMBER 1 FEBRUARY 212 61 Technological Tools to Learn and Teach Mathematics and Statistics Abstract: Mujo Mesanovic American University of Sharjah, mmesanovic@aus.edu The blended learning
More informationCOURSE SYLLABUS. TEXTS *The official list of textbooks and materials for this course are found on Inside NC.
COURSE SYLLABUS COURSE IDENTIFICATION Course Prefix/Number MATH110 Course Title College Algebra with Review Division Applied Science Division Program Mathematics Credit Hours 5 Initiation/Revised Date
More informationTexas A&M University  Commerce Course syllabus Fall 2012
Instructor: Dr. Thomas J. Faulkenberry Office Location: Library 228 Office Hours: TWTh 1:303:00 pm (or by appointment) Office Phone: 9034688170 Skype: tomfaulkenberry University Email Address: Thomas.Faulkenberry@tamuc.edu
More informationMATHEMATICS MATHEMATICS
MATHEMATICS MATHEMATICS 1 443 This course stresses the development of arithmetic skills and emphasizes concepts as well as computation. Proficiency is developed with each of the fundamental operations.
More informationSemester: Fall 2015 Course Title: College Algebra Course Prefix: Math Course No.: 1113 Section No.:P36 CRN: 11830
Semester: Fall 2015 Course Title: College Algebra Course Prefix: Math Course No.: 1113 Section No.:P36 CRN: 11830 Department of Mathematics College of Arts and Science Instructor Name: Marcia BrownPalmer
More informationOur researchbased knowledge about good math. What Does Good Math Instruction Look Like?
research report What Does Good Math Instruction Look Like? Nancy Protheroe It involves good teachers, an effective math environment, and a curriculum that is more than a mile wide and an inch deep. Our
More informationCASPER COLLEGE COURSE SYLLABUS
CASPER COLLEGE COURSE SYLLABUS COURSE NUMBER & TITLE: MATH 1400N1 PreCalculus Algebra SEMESTER: Fall 2015 LECTURE HOURS: 0 CREDIT HOURS: 4 CLASS TIME: Internet Course DAYS: MTWTHF ROOM:  INSTRUCTOR
More information