WvEB Math Web Enhanced Courses For High School Students 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) 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 Accuplacer is used to collect baseline placement information. It is also used as an “exit” data collection instrument. Hosting Higher Education Institutions also 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) A letter from the high school principal giving permission to the student to take the course. Meet other institutional entry requirements.

Software/Hardware Requirements: A Pentium system with 16Mb of memory Windows 95, 98, 2000 or NT Internet Explorer. A sound card, and CD-ROM

WvEB Algebra WVU-Morgantown Sites Hedgesville High School Keyser High School Liberty High School Lincoln High School will begin again Fall 2005 Robert C. Byrd Morgantown High School Randolph County Vocational Technical Roane County High School South Harrison High School Tygarts Valley High School University High School Interest from Wood 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 –North Marion High School

WvEB Trigonometry WVU-Morgantown Sites Fairmont Senior High School Hedgesville High School Liberty High School Morgantown High School Randolph County Vocational Technical Robert C. Byrd Roane County High School Tygarts Valley High School University High School * Pikeview -- hosted for Concord College

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 Algebra Student Participation Fall 2000: 29 students Spring 2001: 50 students Fall 2001: 20 students Spring 2002: 107 students Fall students Spring students Fall students Spring students

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 Student Participation Spring students Spring students

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

Accuplacer Scores WvEB Trig; 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

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

Research Design for College Algebra Fall 2004 Question: Does the type of course delivery affect student achievement in College Algebra? Quasi-experimental, using existing sections

Research Design for College Algebra Fall 2004 Instrument to be used to measure student achievement: “Retired” ACT Mathematics Test, to be given once at the beginning of the semester and once at the end of the course.

Research Design for College Algebra Fall 2004 Course Delivery Types: –PP/PRS: One section using Power Point and Personal Response System to engage students throughout the lecture (Class size 200 with instructor A) –PP: One section using Power Point to enhance lectures ( Class size 200 with instructor A) –Control: Once section to serve as a Control, traditional lecture ( Class size 200 with instructor B) –HS/SS: One section in High School, Small Section similar to control ( Class size 31 with instructor C)

Research Design for College Algebra Fall 2004 From the same site of the High School Section, 31 students who are seniors who have a at least a 3.0 overall grade point average and have just completed Algebra II, will be studied. They have earned a “C” or better in Algebra I, Geometry and Algebra II.

Research Design for College Algebra Fall students to be matched to them will be randomly selected from Courses by the following: –Age –Gender –High School GPA of at least 3.0 –Pre-ACT score –Completed Algebra I, II and Geometry with a C or better and have just completed Algebra II. –Graduated from a West Virginia High School

Research Design 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