WvEB Mathematics: College Level, Web-Enhanced Algebra and Trigonometry Courses for High School Students in West Virginia Dr. Laura J. Pyzdrowski, WvEB Project Director Institute for Math Learning Mathematics Department West Virginia University - Morgantown Dr. Anthony S. Pyzdrowski, WvEB Technology Consultant California University of Pennsylvania

Steering Committee V. J. BenokraitisDeborah Brown Connie DaleBruce Ebanks Bruce FlackElizabeth Dale James DenvirMurrel Hoover Carl JohnsonDavid Kennedy Larry LambJames Miller Diana MunzaMary Poling Laura PyzdrowskiGary Seldomridge Deborah SeldomridgeJudy Silver Sue SteinbeckJoe Urbanski Donna Watson

WvEB Algebra Design Sub - Committee Jim Denvir (Marshall) Bruce Ebanks (Marshall) James Miller (WVU - Morgantown) Laura J. Pyzdrowski (WVU, coordinator) Judy Silver (Marshall) Joe Urbanski ( WVUIT) Diana Munza ( High School Teacher Representative)

WvEB Algebra 9-12 Sub - Committee Murrell Hoover (Charleston) Larry Lamb (State Mathematics Coordinator) Diana Munza (Fairmont) Debbie Seldomridge (Keyser) Sue Steinbeck (Parkersburg)

WvEB Course A college-level mathematics course for high school students. The structure of the course allows for concurrent enrollment.

GOAL To help students remain in a mathematics pathway while in high school, and allow for a smooth transition into entry level college mathematics.

High School Students Experience the Pace of a University Course Gain Confidence in Mathematical Ability Avoid Senior Mathematics Void

Design WvEB Algebra and Trigonometry target the “middle track”student. WvEB Number Theory and Calculus will target advanced track students. Will not replace mathematics courses in the high school curriculum.

Design Higher Education Instructor of Record High School Teacher Facilitator Use of Content Standards and Objectives Students are counseled as to course appropriateness.

Design Students use a graphing utility/graphing calculator. Students work in groups when appropriate. Students will be exposed to problem solving in context. Students make connections among tables of numbers, algebraic analysis, and graphs.

WvEB Mathematics Course Components Reading Assignments (Text Component) Lectures (CD Component or video streaming) Laboratories (School Lab/CD/Web Component) Homework (Text Component) Homework Quizzes (Web Component) Tests (Given at High School Site) Facilitator Input Instructor/Facilitator/Student Communication (Web Component)

Facilitator The facilitator for the project must be a certified high school mathematics teacher. Must apply to the institution of record. Is the instructor of record for the high school credit portion of the course. Must attend professional development sessions to become familiar with the technological components of the course as well as the course material and requirements.

Duties of Facilitator Monitoring tests in a supervised setting. Sending or giving student materials to the instructor of record. Handing graded materials back to the students. Facilitating with homework assignments.

Duties of Facilitator Assisting and guiding students who need help with content of the course. Supervising computer laboratories and guiding student groups when needed through difficult laboratory topics. Making sure that the computer facilities are functioning and reporting malfunctions to the appropriate support staff and the instructor of record.

Duties of Facilitator Assisting in counseling as to the appropriateness of the course for interested students. The facilitator will be the "eyes and ears" for the instructor of record and will provide information about student concerns and in class performance to the instructor of record.

Duties of Facilitator Consult with regard to content selection, and development. Serve as consultants on NSF CCLI grant. Dr. Michael Mays, CCLI PI Dr. Laura J. Pyzdrowski, CCLI Co-PI

WvEB “Perks” ( WVU) “Salary” of $80/student for up to 10 students. For 10 students or more the “salary” is $1000 To teacher if offered outside of school day To county if offered during school day No Minimum number of students required

Structure The structure at each site will vary. Students meet during scheduled times to discuss and do mathematics and take tests. ( Contact hours) There will be supervised group work for the interactive computer laboratories.

Placement Hosting Higher Education Institutions use individual placement requirements.

WvEB Eligibility An overall GPA of 3.0. An earned “C” or better in the following courses: Algebra 1, Algebra 2, and Geometry. ( in addition, WvEB Trig requires a “C” or better in WvEB Algebra) High School permission for the student to take the course. Meet other institutional entry requirements.

Software/Hardware Requirements: Windows 98, Me, 2000 or XP system Internet Explorer and Media Player A sound card and CD-ROM drive

WvEB Algebra WVU-Morgantown Sites Clay-Battelle High School Elkins High School Hedgesville High School Jefferson High School (Scheduled to begin, Fall 2006) Liberty High School Lincoln High School Morgantown High School Robert C. Byrd High School Roane County High School South Harrison High School Trinity High School Tygarts Valley High School University High School Interest from Preston County Schools

WvEB Algebra Other Sites Concord: Cecilia Fizer –Pike View High School –Interest from Princeton and Bluefield High School Fairmont: Diana Munza –Fairmont Senior High –Fairmont East High School –Marion County Technical Center –North Marion High School

WvEB Trigonometry WVU-Morgantown Sites Clay-Battelle High School Elkins High School Hedgesville High School Fairmont Senior High School Liberty High School Morgantown High School North Marion High School Robert C. Byrd Roane County High School Tygarts Valley High School University High School Pikeview High School

WvEB Algebra Initial Results 29 Student Participants in Fall 2000

WvEB Algebra Initial Results

WvEB Algebra Results Fall 2000

Scores on Accuplacer Scores of 40 or less : < 20th percentile Scores of 41 to 62: 20th - 50th percentile Scores of 63 to 85: 50th - 80th percentile Scores of 86 to 102: 80th - 90th percentile Scores of 103 to 120: 90th - 100th percentile

WvEB Student Participation

WvEB Algebra Results 318 Student Participants 8 percent D/F/W rate

Accuplacer Scores WvEB Algebra; n=265 Fall Spring 2004

Scores on Accuplacer Scores of 40 or less : < 20th percentile Scores of 41 to 62: 20th - 50th percentile Scores of 63 to 85: 50th - 80th percentile Scores of 86 to 102: 80th - 90th percentile Scores of 103 to 120: 90th - 100th percentile

WvEB Trigonometry Spring 2004 Results 161 Student Participants 4 percent D/F/W rate

Accuplacer Scores WvEB Trig; n=53 Spring 2004

Scores on Accuplacer Scores of 40 or less : < 20th percentile Scores of 41 to 62: 20th - 50th percentile Scores of 63 to 85: 50th - 80th percentile Scores of 86 to 102: 80th - 90th percentile Scores of 103 to 120: 90th - 100th percentile

Accuplacer Scores WvEB Math; n=53 Fall Spring 2004

Scores on Accuplacer Scores of 40 or less : < 20th percentile Scores of 41 to 62: 20th - 50th percentile Scores of 63 to 85: 50th - 80th percentile Scores of 86 to 102: 80th - 90th percentile Scores of 103 to 120: 90th - 100th percentile

WvEB Algebra Fall 2004 Results 181 Student Participants 1.7 percent D/F/W rate.

WvEB Algebra Spring 2005 Results 94 Student Participants 4.5 percent D/F/W rate.

WvEB Trigonometry Spring 2005 Results 165 Student Participants 6.3 percent D/F/W rate

ACT Test Most students in West Virginia high schools take the ACT test. There is currently an ACT Math Task force in West Virginia. Similar studies will be done in follow-up courses such as Trigonometry.

Data Analysis Fall 2004-Spring 2005 As a group, students enrolled in WvEB Algebra improved their mean ACT scaled score from to This analysis was done using an ANOVA to assess whether there were differences between the ACT pretest and the ACT posttest. There was a significant difference between the tests, F(1, 227) = , p <.001, such that students performed better on the posttest (M =22.74, SD = 3.99) than on the pretest (M = 21.22, SD = 3.95).

Matched Pair Study in Fall students enrolled in the WvEB College Algebra course from one local high school were matched with students enrolled in on- campus College Algebra.

Matched Pair Study in Fall 2004 The goal of the matched pairs was to get a homogenous sample of the on-campus students for comparison against the WvEB students. Matched according to gender – papers drawn from a hat and coin tosses –done by research assistant

Matched Pair – On Campus Completed Algebra I, Algebra II, and Geometry in high school with a “C” or better At least a 3.0 high school grade point average On-campus students were first semester freshman who had just graduated from high school

Data Analysis Using scaled scores, paired-samples t-tests were used to determine whether differences existed between the two groups on the ACT.

Data Analysis Fall 2004

Discussion In 2005, West Virginia’s math ACT average of 19.3 as compared to the National average of 20.7 had West Virginia tied for having the 5th lowest average math ACT score in the nation

Discussion Campus pre score of and post score of are less than the score of 23 required Students are also admitted into the course –algebra workshop –departmental placement test score It is conjectured that students are not putting in the effort that they would in a real ACT testing.

Further Analysis for College Algebra Fall 2004 Students will be tracked into the Spring Semester for college level math courses and grades. Questionnaire given to high school students in the fall semester will be given at the end of the spring semester trigonometry course.

Research Design for College Algebra Fall 2004 High School Questionnaire

What Comes Next? WvEB Calculus, WvEB Number Theory Invitation to Others to Learn More about related projects Blue Ribbon Mathematics Partnership Committee – WV Department of Education 5-year Plan

? Questions ? This slide show is available at For more information