Redesigning Developmental Mathematics and Precalculus Courses with Web-based Software Mathematics Department Course Resign Committee L. Aquila, A. Berele, J. Bergen, V. Bouagnon, I. Ugarcovici

The precalculus mathematics sequence consists of Math 094 Math 095 Math 101 Math 130 Math 131

Math 094 – Basic Algebra Topics include: fractions, decimals, percentages

Math 095 – Introductory Algebra Topics include: linear equations, linear inequalities, polynomials

Math 101 – Intermediate Algebra Topics include: factoring, rational expressions, radical expressions, quadratic functions.

After Math 101, students who are not calculus bound can take LSP 120 – Quantitative Reasoning

Math 130 – Precalculus Topics include: exponential functions, logarithmic functions, polynomial and rational functions.

After Math 130, students may take Math 135, 136, 137 – Business Calculus and Statistics. Math Trigonometry

The largest population of at-risk students can be found in Math 095 and Math 101. (Relatively few students take Math 094.)

D-W-F Rates in Math 095 and Math 101 from 2001 to 2009 (2001 represents the academic year, etc)

Totals Math 095 had a D-W-F rate of 21.5% with 3466 students Math 101 had a D-W-F rate of 21.5% with 8210 students

Math 095 and Math 101 are prerequisites for students bound for either quantitative reasoning or calculus.

However, the mathematical skills needed for quantitative reasoning and calculus are very different.

We determined that both populations would be better served by the creation of a new prerequisite for quantitative reasoning. Math 100

Math 100 is being piloted in the academic year. Starting in Fall 2010, two-thirds of all Math 095 sections and half of all Math 101 sections will be replaced by Math 100.

Math 100 – Introduction to Quantitative Reasoning Prerequisite: Passing Math 094 or placing into either Math 095 or Math 101.

Topics include: linear models, power models, exponential models, logarithmic models, regression.

Math 100 emphasizes modeling data with various types of functions and deemphasizes algebraic manipulations.

Problems will have the flavor of problems that arise in quantitative reasoning. Graphing calculators will be used extensively and this will smooth the transition to Excel in LSP 120

Expected Benefits of Math Students will be better prepared for LSP 120.

2. Many students will require one less math course before taking LSP 120. (They will take Math 100 instead of both Math 095 and Math 101).

3. The D-W-F rate for Math 100 should be lower than it has been for Math 095 and Math 101.

4. Math 095 and Math 101 will no longer serve two very different populations and can concentrate on the needs of calculus bound students.

D-W-F Rates in Math 095, Math 100, and Math 101 in Fall 2009 and Winter 2010 Math % with 309 students (from 01-09, it was 21.5%) Math % with 804 students (from 01-09, it was 21.5%) Math % with 185 students

Why the improvements in Math 095 and Math 101? Possible explanations:

1. Math 100 pulled some of the less math oriented students away from Math 095.

2. Use of the web- based software MyMathLab and the O’Connell 300 computer lab.

Some Follow-Up The FYAS Program offered Math 100 during the Winter Intercession. 15 students from that course took LSP 120 in Winter 2010 and 3 received a D-W-F. Therefore, 12 students who took Math 094 in Fall 2009, successfully completed LSP 120 in Winter Under the old system, these 12 students would not have completed LSP 120 until Fall 2010 (at the earliest).

The Issues and Plans for the Future 1. In Fall 2010, we will be introducing upgraded curriculum in Math 095, 101, 130, and 131. This curriculum will make use of various properties of MyMathLab.

2. Common Finals in Math 094, 095, 100, 101, 130, and Data collection 4. Faculty buy-in 5. Faculty training

6. The unexpected but inevitable problems that arise from relying on technology.