SelfPacing Introductory Algebra Through Technology

1
Self-Pacing Introductory Algebra Through
Technology

• CLawrence

2
Project Goals

• To develop a self-paced Introductory Algebra
  course that uses computer technology
• To determine if there is computer technology
  linking Introductory Algebra and Intermediate
  Algebra

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Objectives

• To evaluate a variety of computer technology
  products for potential use in remediating algebra
  concepts
• To develop a self-paced Introductory Algebra
  course for use in a computer lab as well as
  home/dorm
• To determine if there exists an Intermediate
  Algebra program of similar pedagogy that provides
  a logical and effective extension course

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Rationale

• Current methodology
• Varying need
• Number of students
• Requires low instructor-assistant/student ratio

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Rationale, Cont.

• Advantages of using computer technology
• Can facilitate learning for more students with
  less manpower
• Provides new methodology for teaching
• Algebra concepts
• Provides instant tutorials and feedback for the
  student
• Provides a variety of assessment capabilities for
  the instructor

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Project Methodology

• Requested and reviewed materials
• Searched literature for articles pertaining to
  use and evaluation of remedial algebra computer
  software
• Narrowed field to 3 programs
• Interactive Mathematics (Academic Systems)
• Interactive Math (Prentice Hall)
• The Learning Equation (Brooks/Cole Thomson)

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The Learning Equation

• Benefits
• Cost effective
• Access to all Learning Equation developmental
  software
• Programs run on Windows or Macintosh
• Developed for the interactive, multimedia
  environment
• Provides interactive feedback in the learning
  component

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The Learning Equation

• Benefits, cont.
• Has custom curriculum capabilities
• Has a course management system
• Workbook provides paper-and-pencil exercises
• Lessons reflect diverse learning styles
• Lessons reflect ethnic diversity

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Course Goal

• To develop an understanding of foundational
  concepts, reasoning and skills in elementary
  algebra necessary for success in further
  mathematics courses

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How Does The Learning Equation Meet This Goal?

• Customizable Curriculum
• Interactive feedback in the learning and
  assessment components of the lessons
• Develops basic concepts concretely, pictorially
  and symbolically
• Introduces each lesson with a real-life problem
  situation and returns the student to the problem
  to solve after concept has been developed

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How Does The Learning Equation Meet This Goal?,
cont.

• Syllabus
• http//faculty.ncwc.edu/clawrence
• Lesson demonstration
• http//faculty.ncwc.edu/clawrence

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Assessment of Student Progress

• Course management system
• Time on task
• End of lesson computer generated test
• Paper-and-pencil homework exercises
• Paper-and-pencil end of chapter test
• One-on-one student/teacher question/answer
  sessions in class

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Assessment of Course

• Formal student evaluations
• Student anecdotal feedback during the course
• Student course grades
• Student grades in Intermediate Algebra

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Summary

• Computer literacy of incoming students
• Adopt The Learning Equation for use during
  J-term, 2002 in Introductory Algebra
• If pilot is successful, offer one section of
  Intermediate Algebra fall, 2002, using The
  Learning Equation