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32nd International Conference on Technology in Collegiate Mathematics

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VIRTUAL CONFERENCE

32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

Assessing for Now and for Later

32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

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Background information

• Georgia College is Georgia’s designated

public liberal arts university

• We have less than 6000 undergraduate

students and admit about 1500 a year

• We try to keep class size small : Classes

with fewer than 20 students 36%, 20- 49 58.6%, 50 or more 5.4%

• All students must take a math class in

area A of the core curriculum

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Hybrid Math Courses at GC

College Algebra – reintroduced Fall 2011

• served most of our science and non-science majors
• 8 sections – 4 sections

Introduction to Mathematical Modeling

• redesigned Fall 2015
• 4 sections

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Emporium Model - Hybrid Model

• One face to face meeting each week
• Pearson’s MyMathLab
• Emporium Math Lab – 65 computers
• 7-8 Undergraduate Learning Assistants (ULA)

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Intro to Math Modeling – Course Description

• This course is an introduction to mathematical

modeling using graphical, numerical, symbolic, and verbal techniques to describe and explore real world

• phenomena. Emphasis is on the use of elementary

functions to investigate and analyze applied problems and questions, supported by the use of appropriate technology, and on effective communication of quantitative concepts and results.

• This course is computer-assisted, which means

students will use the computer (along with the instructor) to complete the course.

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Intro to Math Modeling – Description

• The class will meet only once a week –

lecture + example

• Students are also required to work in their lab for

at least 2.5 hours each lab week. The lab hours can be completed any time students want.

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Intro to Math Modeling – Prerequisites

• Four years of high school mathematics.
• Students who have completed a course in

calculus in high school with a grade of B or better may not enroll for credit in this course without permission of the chair of the Department of Mathematics.

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Intro to Math Modeling – Course Outline

This course challenges students with the following topics:

• linear functions;
• linear models;
• linear systems and

inequalities

• nonlinear models;
• Investment and annuity

problems

• functions;
• formula, graphical, tabular, and

verbal descriptions of functions;

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Intro to Math Modeling – Course Objectives

• Students will be exposed to the techniques and

methods of mathematical modeling;

• Students will use graphical, numerical, symbolic, and

verbal techniques to describe and explore real-world phenomena;

• Students will use elementary functions and

appropriate technology to investigate and analyze applied problems and questions;

• Students will enhance their ability to communicate

effectively orally and in writing;

• Students will be introduced to the interdisciplinary

applications of mathematics

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Original Configuration After Redesign - Graded Components

• Syllabus Quiz – MML assignment – prerequisite for all other

assignments (1)

• One homework assignment per week – MML (11) – starts

after class meeting; open for a week

• One quiz following each homework assignment and requiring at

least 60-70% completion of HA – MML (11) –open for a week

• One test covering 3-4 assignments – MML (3) – proctored in the lab
• Two group projects (following first two tests) D2L
• Final Exam – MML – proctored in the lab

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• 1. How can I help my students be

better prepared for assessment?

Question 1:

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Helping students succeed

• Eliminate the homework tools that do not help

understand but just memorize

• Have specific examples for them in class
• Encourage them to read the book and especially class

notes – (provide them with complete notes!)

• Provide access to interactive tools if possible
• Encourage them to write –use paper and pencil all the

time – students receive partial credit for test work

• Encourage them to try similar problems without any help
• Encourage them to use Ask my Instructor tool

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What do I really want to assess in an application math course?

Question 2:

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Computation vs. Understanding

• Students will use graphical, numerical, symbolic,

and verbal techniques to describe and explore real-world phenomena;

• Students will use elementary functions and

appropriate technology to investigate and analyze applied problems and questions;

• Students will enhance their ability to communicate

effectively orally and in writing;

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How much do the lecture and a few examples solved during the 75 minutes face-to-face weekly meeting help my students prepare for assessment?

Question 3:

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How can I make sure my students take a look at the mathematical concepts they will need to successfully complete their assignment?

Question 4:

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Flipping the classroom

• Weekly Modules that will open at least a couple of

days before the class meeting, containing instructions and options for covering the material for that week assignment Example: Module A2

• Detailed D2L Announcement with reminders
• The weekly requirements changed into two

categories:  Concepts - reading  Applications

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Flipping the classroom - Reading

Assignments

• Class notes (D2L)
• Key Concepts and Formulas (D2L)
• Graphing Calculator Help (D2L)
• Video examples (D2L)
• Class Preparation – MML media

assignment

Assessment

• Reading Quiz (D2L)

Preparation for Class :

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Flipping the classroom - Applications

Assignments

• Homework Assignment (MML-

requires 100% completion of the media assignment)

Assessment

• Quiz (MML – 2 trials,

requires at least 60% completion of the homework assignment)

Preparation for course assessment:

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Flipping the classroom – Course Assessment

• Unit tests – 3 in MML, password protected, and

proctored

• Final individual project – D2L, rubric graded

(Final Project)

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Results

• Before redesign
• After redesign

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Results

• Before flipping
• After flipping

AB% DF% W% Fall 18 77.9 9.4 4.7 Spring 19 70.9 10.6 7.9 AB% DF% W% Fall 19 71.6 7.7 8.9 Spring 20 68.6 4 19.4

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Helping students succeed

• During class meeting students get in up to 4 members groups and discuss

the concepts reviewed in the reading materials –each group submits a list

• f 2-3 concepts that were hard to understand
• Each group work on worksheets containing problems that are more

challenging than the majority

• Each group is invited to present at least a problem to other groups during

the semester

• Worksheets have keys available in a D2L folder
• Some problems have video solutions I recorded and stored in D2L
• I create Kahoot games for class to check the reading
• Before tests students have Preparation assignments in MML
• Give partial credit for work on paper for tests (only if student requests it!)
• Students must review the tests and quizzes on their own before requesting

partial credit

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Conclusions

• Students are “forced” to locate the answers for the

Reading Quizzes, meaning they do read the theory and concepts they need for that module

• I can see them working during class and see where they

struggle

• Students help each other while working in groups and

they are less afraid to ask questions in small groups than when entire class listen

• Students have the chance to look at their homework

assignment before our meeting and are able to ask questions about it

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Future Plans

• Loosen the very strict rules regarding the

deadlines – give access after deadline with a penalty

• Require completion of the homework

assignment only for quiz retakes, not for first trial

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Contact Information

Rodica Cazacu Associate Professor Georgia College rodica.cazacu@gcsu.edu

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Thank You!