Learning Support Mathat 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 2012-2013: 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 1530Fall 2013

Course Pass Rate ABC Rate

Total N % N %MATH 1530 1513 1097 73% 882 58%Regular 1123 828 74% 674 60%LS 390 269 69% 208 53%

Spring 2014Course

Pass Rate ABC RateTotal N % N %

MATH 1530 1264 857 68% 619 49%Regular 978 683 70% 525 54%LS 286 174 61% 94 33%

Significant difference in pass rates: Fall P = .076, Spring P = .005Significant 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