Learning Support Math at East Tennessee State University Daryl Stephens

Previous Models Typical prealgebra, elementary algebra, intermediate algebra sequence through Spring 2012 (Developmental studies was a separate division until 2003, then decentralized) 5 math competencies developed by a Tennessee Board of Regents faculty subcommittee

TBR’s 5 Math LS Competencies Real number sense and operations Operations with algebraic expressions Analyze graphs Solve equations Modeling and critical thinking Note that these are typical of elementary algebra, nothing from intermediate

One-year change Academic year : Students take a zero-credit, two hours/wk lab called Learning Support in Math (MATH 1011). Depending on scores, took this prior to or (optionally) along with Probability and Statistics – Noncalculus (MATH 1530), the general education math course required of non-STEM majors.

Corequisite Model New model since Fall 2013: Students tested into learning support (ACT Math < 19) take special sections of MATH 1530 (Probability and Statistics – Noncalculus). 3 hours credit, but classes meet 5 hours/week Extra time includes work on 5 competencies, plus more time available to work on stats material

Corequisite Model L sections capped at 24 vs. 44 in regular sections (with a few exceptions) Same statistics content in all sections (we use Moore Essential Statistics from Freeman but will have to change next year) Same common final exam and capstone project

Corequisite Model Former developmental faculty teach the L sections, along with specially trained graduate students LS faculty also teach regular 1530 sections First-year graduate students sit in class and assist, sometimes teaching some lessons Second year graduate students teach some sections.

Corequisite Model Most sections meet two hours MW or TR and one hour on F Disadvantage: Students majoring in STEM fields are not adequately prepared for precalculus and calculus – no provision for learning material formerly in intermediate algebra. Fall 2015: We hope to offer one section of LS math for 5 weeks followed by 10 weeks of Precalculus I.

Some results 71% of students receiving embedded learning support for math in MATH 1530 completed the course in fall of their freshman year (Fall 2013) vs. 23% of students taking intermediate algebra in Fall 2009 completing 1530 in the next year 91% of students in fall 2013 who passed general education courses with embedded math or reading learning support returned for spring 2014.

Pass Rate Comparisons: MATH 1530 Fall 2013 Course Pass RateABC Rate TotalN%N% MATH %88258% Regular %67460% LS %20853% Spring 2014 Course Pass RateABC Rate TotalN%N% MATH %61949% Regular %52554% LS %9433% Significant difference in pass rates: Fall P =.076, Spring P =.005 Significant difference in ABC rates: Fall P =.022, Spring P =.000

MATH 1530 Chapters Picturing distributions with graphs Describing distributions Normal distributions Scatterplots and correlation Regression Two-way tables Sampling Experiments Introducing probability Sampling distributions General probability rules Confidence intervals Significance tests Inference in practice Inference on a population mean Two-sample problems Inferences about population proportion Chi-square tests