Conestoga College March 22, 2013 Presented by Laurel Schollen and - - PowerPoint PPT Presentation

College Mathematics Project

Supported by the Ministry of Education and the Ministry of Training, Colleges and Universities

Conestoga College

March 22, 2013

Presented by Laurel Schollen and Pina Marinelli-Henriques

Drivers for the Study

 Provincial Key Performance Indicators (KPI’s)

publically report:

 Student, Graduate and Employer Satisfaction  Graduate Employment  Graduation Rate  Pressure on programs, schools, Faculties and

institutions to improve KPIs, particularly graduation rate

 Deans of Technology group identified

mathematics as a barrier to graduation

Drivers for the Study

 The Ontario Ministry of Education announced its

review of the secondary school mathematics curriculum

 Colleges were asked to provide feedback on

college destination courses

 Anecdotal evidence was not lacking, but needed

hard data to provide a clear picture of the perceived issue(s) to engage in an informed discussion

Goals

 To analyse the mathematics achievement of first

semester college students, particularly in relation to their secondary school mathematics backgrounds (course selection and achievement).

 To deliberate with members of both college and

school communities about ways to increase student success in college mathematics in a manner that is respectful, collaborative and does not lay “blame”.

 To stimulate stakeholders to implement local

strategies (either within their school, board or college

• r collaboratively between schools and colleges).

Organisation



Scope: records of approximately 94,651 first-semester students enrolled (in Fall 2010) in over 2,346 programs at all 24 Ontario colleges were examined.



Project team: Laurel Schollen, Graham Orpwood, Hassan Assiri, and Pina Marinelli-Henriques, supported by many others at Seneca and all participating colleges



Steering Committee: representatives from the Ministry

• f Education (K-12), Ministry of Training, Colleges and

Universities, School/College/Work Initiative, and a wide range of professional organisations in Ontario



Web Site: http://collegemathproject.senecac.on.ca

Methodology-Deliberative Inquiry

Database Structure

CMP Database

Applied Arts Cluster General Cluster Technology Cluster Business Cluster Applied Arts Human Services Health Services Hospitality General Arts & Science Pre-Business Pre-Health Pre-Technology Applied Science Computer Construction Electrical Mechanical Accounting & Finance Business & Administration Management Office Administration

Grading Policies

Lack of consistency in Grading Policies resulted in a number of features to rationalize:



Both alpha and numeric systems are in use



Varying pass grades (e.g. 50%, 55%, 60%)



Some colleges report certain courses using P and F



Wide variety of ways of reporting course withdrawals CMP deems A, B, C, and “pass” as “Good Grades”, D, F, and W are “at risk” Grade Mark Range A 80-100% B 70-79% C 60-69% D 50-59% F <50%

Programs

Fall 2010 - 2,346 programs – 1,107 with mathematics in the first semester of study Programs Math Applied Arts 981 98 Business 386 285 General 201 126 Technology 778 598 Totals 2,346 1,107

Student Participation (Fall 2010)

Overall Student Records: 94,651 Students with a Math grade: 35,400

Overall Students enrolled in preparatory courses and programs 8,303

General Arts & Science programs: 2,110 Pre-Health Programs: 2,692 Pre-Technology Programs: 471 Pre-Business Programs: 478 Preparatory Math Courses: 2,552 Very Recent Ontario Graduates: 19,560

Student Participation (Fall 2010)

Overall Student Records Province: 94,651 Students with a Math grade: 35,400 (37.4%) Overall Students enrolled in preparatory courses and programs 8,303 Very Recent Ontario Graduates: 19,560 (55%

• f math sample)

Overall Student Records Conestoga: 3516 (3.71%

• f province)

Students with a Math grade: 2062 (5.85% of province, 58.6% take math ) Very Recent Ontario Graduates: 1184 (6.0% of province; 57.4% of Conestoga) Overall Students enrolled in preparatory courses and programs 177

College Mathematics Achievement

Mathematics Grade Distribution (n=35,431)

College Mathematics Achievement

Achievement by Program Cluster 2008-2010 % “Good Grades”

Achievement in Ontario College mathematics 1st semester courses* Fall 2010

*Reflects all programs in the study and all mathematics course types (remedial and regular)

Older students do better than younger students

Conestoga College Mathematics Achievement in Business

Conestoga College Mathematics Achievement- General

Conestoga College Mathematics Achievement- Technology

Conestoga College Mathematics Achievement- Pre-Technology

Conestoga College Mathematics Achievement- Arts & Science

Ontario secondary school mathematics courses and pathways



16 mathematics courses



10 courses at Grade 11 & 12 level



Graduation requirement is Grade 11 math

Mathematics LDCC Grade 9 Foundations of Mathematics Grade 9 Applied Principles of Mathematics MPM1D Grade 9 Academic Mathematics LDCC Grade 10 Foundations of Mathematics MFM2P Grade 10 Applied Principles of Mathematics MPM2D Grade 10 Academic Mathematics for Work and Everyday Life MEL3E Grade 11 Workplace Foundations for College Mathematics MBF3C Grade 11 College Functions and Applications MCF3M Grade 11 University/College Functions MCR3U Grade 11 University Mathematics for Work and Everyday Life MEL4E Grade 12 Workplace Foundations for College Mathematics MAP4C Grade 12 College Mathematics for College Technology MCT4C Grade 12 College. Mathematics of Data Management MDM4U Grade 12 University Advanced Functions MHF4U Grade 12 University Calculus and Vectors MCV4U Grade 12 University T Note: Advanced Functions (MHF4U) must be taken prior to or concurrently with Calculus and Vectors (MCV4U)

Ontario secondary school mathematics courses and pathways

 Most popular selection of math courses

leading to college

 Applied math courses at Grade 9 & 10

Mathematics LDCC Grade 9 Foundations of Mathematics Grade 9 Applied Principles of Mathematics MPM1D Grade 9 Academic Mathematics LDCC Grade 10 Foundations of Mathematics MFM2P Grade 10 Applied Principles of Mathematics MPM2D Grade 10 Academic Mathematics for Work and Everyday Life MEL3E Grade 11 Workplace Foundations for College Mathematics MBF3C Grade 11 College Functions and Applications MCF3M Grade 11 University/College Functions MCR3U Grade 11 University Mathematics for Work and Everyday Life MEL4E Grade 12 Workplace Foundations for College Mathematics MAP4C Grade 12 College Mathematics for College Technology MCT4C Grade 12 College. Mathematics of Data Management MDM4U Grade 12 University Advanced Functions MHF4U Grade 12 University Calculus and Vectors MCV4U Grade 12 University T



Pathways leading to the Grade 12 Math For College Technology course – key for college Technology program

 This course is not often offered due to low

Numbers

Mathematics LDCC Grade 9 Foundations of Mathematics Grade 9 Applied Principles of Mathematics MPM1D Grade 9 Academic Mathematics LDCC Grade 10 Foundations of Mathematics MFM2P Grade 10 Applied Principles of Mathematics MPM2D Grade 10 Academic Mathematics for Work and Everyday Life MEL3E Grade 11 Workplace Foundations for College Mathematics MBF3C Grade 11 College Functions and Applications MCF3M Grade 11 University/College Functions MCR3U Grade 11 University Mathematics for Work and Everyday Life MEL4E Grade 12 Workplace Foundations for College Mathematics MAP4C Grade 12 College Mathematics for College Technology MCT4C Grade 12 College. Mathematics of Data Management MDM4U Grade 12 University Advanced Functions MHF4U Grade 12 University Calculus and Vectors MCV4U Grade 12 University T

Ontario secondary school mathematics courses and pathways

Achievement in College Mathematics Courses: Student Secondary School Experience

Grade 9 and 10 Applied and Academic Courses – Fall 2008, 2009 and 2010

Fall 2008 (n=2,392) 22.7% Fall 2009 (n=3,424) 22.5% Fall 2010 (n=4,634) 25.3% Fall 2008 (n=4,456) 42.3% Fall 2009 (n=5,288) 34.7% Fall 2010 (n=7,429) 40.6% Grades 9 & 10 Applied Grades 9 & 10 Academic Good Grades 47.3% 50.2% 51.9% 74.4% 76.1% 74.7% At Risk 52.7% 49.8% 48.1% 25.6% 23.9% 25.3% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% Good Grades At Risk

Achievement in College Mathematics Courses: Student Secondary School Experience

Grades 11 & 12 Course Choices, VROG, Fall 2008, 2009, 2010

Is a MINIMAL Math Credit ENOUGH ?

*Grade achievement 50-59% *Grade achievement 70-79% *Grade achievement 80% + *Grade achievement 60-69%

58.1 48.5 37.8 23.2 %

* In High School Mathematics, Foundation for College Mathematics, Grade 12, Fall 2010

Overall (N=10,743) <50% (n=619) 50-59% (n=1,968) 60-69% (n=2,548) 70-79% (n=2,804) 80% & over (n=2,804) Good Grades 58.7% 43.9% 41.9% 51.5% 62.2% 76.8% At Risk 41.3% 56.1% 58.1% 48.5% 37.8% 23.2% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% Good Grades At Risk

College Mathematics Achievement by Level of Achievement in Foundations for College Mathematics, Grade 12, Fall 2010

Destination Related Curriculum at High School: Is this Working for Ontario College Students?

College Preparation Courses: 55% College Technology Preparation Courses: 68%

University Preparation Courses: 81%

Selected Grade 11 & 12 Mathematics Course Combinations; Good Grades Achieved

Case Study – Numeracy Skills at College

Numeracy Skills Framework in Relation to College Programs Technology Cluster Business Cluster Order of Operations Y Y Fractions Y Y Decimals Y Y Percentages Y Y Ratio and Proportion Y Y Algebra Y Y Exponents Y Y Accuracy and Precision Y Scientific Notation Y Roots and Radicals Y Y

Case Study – Numeracy Skills at College

Frequency of Numeracy Skills in Foundation Mathematics Courses Numeracy Skills Pre-Technology Mathematics (19 courses) Pre-Business Mathematics (11 courses)

Order of Operations 19 (100%) 11 (100%) Fractions 17 (89%) 11 (100%) Decimals 14 (74%) 10 (91%) Percentages 11 (58%) 9 (82%) Ratio and Proportion 13 (68%) 9 (82%) Algebra 19 (100%) 8 (73%) Exponents 16 (84%) 6 (55%) Accuracy and Precision 7 (37%) 0 (0%) Scientific Notation 9 (47%) 0 (0%) Roots and Radicals 2 (11%) 1 (9%)

Case Study – Numeracy Skills at College

General Numeracy Skills in the Elementary & Secondary School Mathematics Curriculum

Topic Grades 1-8* Grades 9-12 mathematics courses Order of Operations 6, 7, 8 9(MPM1D), 9(MFM1P) Fractions 1, 2, 3, 4, 5, 6, 7, 8 9(MPM1D), 9(MFM1P), 10 (MFM2P) Decimals 1, 2, 4, 5, 6, 7, 8 9(MPM1D), 9(MFM1P) Percentages 6, 7, 8 9(MPM1D), 9(MFM1P) Ratio and Proportion 5, 6, 7, 8 9(MPM1D), 9(MFM1P), 10(MPM2D),10(MFM2P) 11(MCR3U), 11(MCF3M),11(MBF3C) 12(MCT4C), 12MAP4C) Algebra 1, 2, 3, 4, 5, 6, 7, 8 9(MPM1D), 9(MFM1P); 10(MPM2D), 10(MFM2P) 11(MCR3U), 11(MCF3M),11(MBF3C) 12(MCV4U), 12(MHF4U), 12(MCT4C), Exponents 7, 8 9(MPM1D), 9(MFM1P); 10(MPM2D), 11(MCR3U), 11(MCF3M),11(MBF3C), 12(MHF4U), 12(MDM4U), 12(MCT4C), 12(MAP4C) Roots and Radicals 7, 8 9(MPM1D), 9(MFM1P); 10(MPM2D), 11(MCR3U), 12(MAP4C) *Grades at which a topic is specially emphasised are bolded

Where is the problem? Where and What is the Solution?

Course Menu (Ministry) Course Offerings (Schools) Course Selection (Student) Student Application to PSE (Student) Admission Criteria (Colleges)

Best Practices

• Seneca College - FASET MTH148 hybrid course. This semester (Winter 2013) Carol

Carruthers (professor) is using a module option to set up the online assignments and trying to complete each with a WileyPLUS assignment. The students find this method less confusing by aligning these two entities.

• Conestoga College - HP catalyst project

(http://www.conestogac.on.ca/hpcatalyst/index.jsp) lead by Lisa Koster.

• Mohawk Colleges – One -tablet classroom

http://thisisit.mohawkcollege.ca/downloads/sessionpresentations/8.pdf ; also looking at implementing a tablet lab in Fall 2013.

• Centennial College – looking at implementing a tablet lab in Fall 2013.
• George Brown College - is quite invested in JUMP math project.

http://acfonthesamepage.blogspot.ca/2013/03/jump-math-approach-to- teaching.html

• Taras Gula’s paper is located at:

http://pzacad.pitzer.edu/~dbachman/RUME_XVI_Linked_Schedule/rume16_sub mission_107.pdf

Best Practices

• Fields - Sat April 27 is about math technology inside and outside the classroom.

Observation that students liked to teach from share control in DyKnow to pre- class assignments to flipped classroom to fully hybrid transition. http://www.fields.utoronto.ca/

• The Pillar/Johnson/Libraries/BSAC - MathCast site is being built by Ewan Gibson,

Seneca College. (http://senecamathcasts.wordpress.com/tag/mathcast/

• EduGain

http://www.edugains.ca/newsite/index.html

• Teaching with technology day at Seneca College:

http://teachingandlearningwithtechnology.wordpress.com/presentations-2/ Featuring: A Classroom without Walls: Student Centered Learning in Online Environments http://www.slideshare.net/carol.carruthers/22712-raina-carruthers-seneca-twt

Best Practices

• OAME - May 2 – 4 , 2013 conference hosted by Seneca College ; CLIPS initiative;

website: http://www.oame.on.ca/main/index1.php?lang=en&code=home

• OAME 2010 presentation:

Using Samples of Students’ Work to Improve Learning Presenters: Ann Arden, Andrew Parent Peer and self-assessment are two important aspects of ‘assessment for learning’ but can be challenging for teachers to implement meaningfully in the classroom. During this session, we will discuss some of the research literature related to the use of peer and self-assessment to promote learning, and will share strategies and resources that we have used in our

• wn classrooms. These examples will focus on grades 9 and 10

mathematics, but the approaches can be used in all grade levels. There also will be an opportunity for participants to share and discuss ideas.

Best Practices

• CMP website (http://collegemathproject.senecac.on.ca) has captured ‘best/promising

practices’ from partner stakeholders for 2008 and 2009 forums; highlighting:

• Promising Practices in Mathematics
• Business Mathematics with Lyryx
• Using Podcasts for Homework
• Contextualized Learning Activities
• Jumpstart
• Communicating with the Regional School Boards
• Queen's Math LinQ SLC - Queen's Math LinQ
• SLC Math Project
• Team Teaching
• Promising Practices, Mohawk College
• Metathink: School A

Strategies for the Future

Assessment

What are we assessing and how are we assessing?

• Growing Success document by the Ministry of Education

http://www.edu.gov.on.ca/eng/policyfunding/success.html

• Red River College: Wise Guys: On-Line Tutoring
• CSAP paper: Assessing Mathematics Skills for College: A Way Forward?

http://csap.senecacollege.ca/en/CSAP%20Discussion%20Paper%20- %20English.pdf

2011 Themes & Recommendations

Provincial Numeracy Strategy – Possible components for stakeholder deliberation College system initiatives

• Common numeracy assessment tool
• Reframe program admission and placement requirements
• College numeracy course
• Share information with Elementary and Secondary Schools
• Use of CMP data to monitor progress

K- 12 system Initiatives

• Change grade 9 math assessment to grade 10 numeracy assessment
• Increase pre-service and in-service focus on numeracy for teachers
• Research deployment and impact of teachers with Math qualifications
• Development of sample instructional materials supporting ‘numeracy across

the curriculum’ Public awareness campaign

• Highlight importance of numeracy to individuals and society
• Involve employers, college faculty and parents in the identification of critical

numeracy skills

2011 Themes & Recommendations

College Knowledge

• The Ministry of Education and the Ministry of Training, Colleges and Universities

set up an expert panel to study the assessment of students at the interface of secondary and postsecondary education and to recommend possible policies and practices that could ensure that students are adequately prepared for postsecondary education.

• The School/College/Work Initiative be asked (and resourced) to expand the

range of mechanisms for facilitating students’ successful transitions from school to college as well as maintaining its ongoing support for dual credits and forums.

• Colleges, Universities and School Boards work together at the local level to

develop joint programs aimed at providing all students who intend to go on to postsecondary education sufficient college knowledge to maximise their chances

• f success.

Questions for Consideration

• 1. What is Conestoga doing to promote student success in mathematics?
• 2. Were you surprised to see the areas of emphasis in foundational and

remedial mathematics?

• 3. Have you made changes in your teaching practice to address challenges

around student preparedness?

• 4. What are your thoughts around a common the proposal to develop a

common mathematics assessment for the College system?

• 5. What are your thoughts around developing ;
• Common learning outcomes for 1st semester foundational and diploma math

(Business and Technology)

• Common curriculum for 1st semester foundation and diploma math (Business and

Technology)?

Further Information



Web site and Wordpress site



http://collegemathproject.senecacollege.ca



http://collegemathproject.wordpress.com



Final Reports: CMP2011



CMP2010; CMP2009



Email



laurel.schollen@senecacollege.ca



graham.orpwood@senecacollege.ca



Pina.marinelli-henriques@senecacollege.ca