Early  Start  Math  for  Credit:Results  of  2018  Pilots  at  Fullerton,  Stanislaus,  

and  Dominguez  Hills

Center for Advancement of Instruction in Quantitative Reasoning

Institute for Teaching and Learning

Liberal  Arts  Mathematics  at  FullertonCherlyn  Converse

Elementary  Foundations  of  Mathematics  at  Stanislaus  JungHa  An,  David  Martin,  Dana  Reneau

Foundations  of  Statistics  at  Dominguez  HillsMatthew  Jones

Statistics  Across  the  CSUPanel  Discussion

.

Math/ESM 110 Mathematics of Liberal Arts Students

•

Math/ESM 10sCo-requisite

Dr. Cherlyn Converse

.

Math 110 was a bottleneck course

Redesign Grant 2014 – 2015

Flipped one section Fall 2016

Summer 2018 intergraded with Math 10s

.

Math 10sCo-requisite

1 Unit CR/NC2 days a week for 8 weeks

This allows the students to have the skillsbefore they are needed in the 110 course.

.

Summer 2018 ran a pilot section with the Co-requisite Math/ESM 10s

Currently (Fall 2018) running two sections of Math 10s

With 8 sections of Math 110

.

71.8

77.8 78.7

73.4

79.2 80

94.8

Spring Fall Spring Fall Fall Spring Summer2015 2015 2016 2016 2017 2018 2018

Passing Ratesin %

.

Advantage of the summer class:All student in the ESM 110 were also in ESM10s

Disadvantage of the summer class:

Fall is 2 days a week for 8 weeks keeping the 10s material a head of when needed in 110

The 110 and 10s were linkedPutting the same students in 110 and 10s

.

Teaching Math 110, I could see student’s weak areas

Areas students should know coming into college

Designing 10s

.

Day Week Math 10s Math 110 class

1 1 Order of operations

2 1 Solving with calculators Quiz Voting

3 2 Solving with calculators Apportionment

4 2 How Many days Quiz Apportionment

5 3 Using the calculator for pymt Simple interest

6 3 Using the calculator for pymt Quiz pymt

7 4 Averages Finance

8 4 Review Exam 1

9 5 Midterm Sets

10 5 Rounding Quiz Venn

11 6 Percent and decimals nPr nCr

12 6 Fractions Quiz P(x)

13 7 At least vs at most P(x)

14 7 Sequence patterns Quiz nCr w/ p(x)

15 8 Review E(x)

16 8 Final P(A|B)

8 WEEK SCHEDULE MATH 10s TO MATH 110

.

It is essential that all 110 and 10s instructors follow the same schedule

If a 110 instructor deviates from the schedule/calendar,

The 10s will not be covering the material necessary for that topic

.

.

I created the online homework questions, 5 to 7 questions per section

and

With the Cengage Unlimitedstudents pay one price for all their Cengage classes.

The book used for Math 110 uses WebAssign

the WebAssign tech put my questions into WebAssigncreating online homework for 10s

.

Created a 10s workbook with all the activity pages needed in class.

Students are responsible to bring workbook to class.

Perforated pages.Cost to the student is under $10 about 8¢ a page

.

For Example:

.

.

.

.

.

.

.

For the redesign of 2015Changed the contentFlipped the Math 110

I created activities for each module

And an instructor manual on teaching all of the activities

And stocked a cabinet of all the manipulatives

Some written, some hands-on

5” notebook of material

.

Traditional/Lecture format• Lectures are teacher directed• Lessons introduced during class• Students apply concepts at

home on assignments

Flipped Format• Student centered• Content introduced at home• Students apply concepts at school• Teachers provide more one-on-one

assistance• Students can review modules

over and over

.

Flipped Classroom is NOTNot

• Replacing teachers with videosNot

•An online courseNot

• Students working without structure

.

For Math 110 flipping is

Optional for instructors

Each semester more instructors are choosing to flip

.

• Simple examples

Modules• 8 to 10 minutes

• Students watch at home

• Introduce the subject

.

Creating the modules is very time consumingI used Captivate

Many other choicesI have a short 30 second iMovie intro for each module

Captivate records how much time each students spends on each module

I have embedded questions that must be answered to move on

.

Some are “your turn” here

“Ticket in The Door” TID for each moduleSimple page of questions about the moduleSome are “do example from slide 5”Get them to write the exampleMust watch to know slide 5

.

.

.

.

To Earn any points for the day

The student must have completed the TID

Students can always come and participate in class

But if they do not do the TID they get a Zero

on the day’s in-class activity

.

TID is turned as they walk in the room

Graded

No late TIDs excepted

Must be turned on the day due

At the end of the semester there are 2 days

Students can make up one TID on each of the 2 days

.

Points for the days group activity

Some days if all are participating, they all get the10 points

Some days they are graded

.

Easy recording for NOT doing the TID

.

For Fall 2018 I created a workbook for the 110

It has all the TID Previously posted PDFs or Word formats posted on line had issues

Formatting Their printers didn’t work They couldn’t open

It has all the activity sheets needed for the semesterShifting the responsibility to the student to bring to class

.

The workbook has a few pages of “may need” items

like a detailed picture of a deck of cards

or

a red/green dice chart for probability

.

52 Cards26 red -- 26 black

13 hearts – 12 diamonds13 clubs – 13 spades

.

Several students who were repeating the course

Commented how much they appreciated the 10sAnd

Although they started the semester thinkingthey would not like the flipped class

They really enjoyed the flipped format

.

“I’ve been struggling for years and now I’m really happy

and finally feel I am going to pass,”

Ed Source visited my Math 110 class last month. In their article quoted a student saying:

.

Math/ESM 10sCo-requisite to 110

Has given our studentsa chance to

Succeed In Math

A Bridge To General Education MATH

Achievement

Jungha An, David Martin, and Dana Reneau

Department of Mathematics

California State University, Stanislaus

Objectives• To  meet  Executive  Order  (EO)  1110

• To  develop  and  execute  effective  General  Education  (GE)  math  courses  including  those  courses  with  high  DFW  rates

• To  expand  the  time  over  which  content  is  delivered  in  order  to  allow  more  time  for  students  to  master  each  topic

• To  provide  supplemental  instruction  (SI)  that  incorporates  prior  math  skills

• To  provide  extensive  practice  solving  (word-­application)  problems

GE Math CategoriesCategory/New  Courses

(10  New GE  Math  Courses)MethodUnit

Target  Population Faculty  Members

MATH 1000  -­ Excursions  into  Mathematics  (QR)  (3 unit)• MATH  1000  (4  unit)

Co-­requisite/3+1

Art,  Music,  Language  Majors Dr.  David  Martin (course  coordinator)Dr.  Yanhong  Wu

MATH  1030  -­ Elementary  Foundations  of  Mathematics  (3  unit)• MATH 1035  (3  unit)• MATH  1036  (3  unit)

Stretch/  3+3 Liberal Arts  Majors Dr.  Dana  Reneau (course  coordinator)Dr.  Heather  CoughlinDr.  Björg Jóhannsdóttir

MATH  1070  -­ College  Algebra (3  unit)• MATH  1071  (3  unit)• MATH  1072  (3  unit)

Stretch/ 3+3 STEM  Majors Dr.  Michael Bice  (course  coordinator)Dr.  Kenneth  HooverDr.  Curtis  Pro

MATH  1500  -­ Finite  Mathematics/MATH  1610-­Business  Statistics  (3  unit/3  unit)• MATH  1551  (3 unit)• MATH  1552  (3  unit)• MATH  1553  (3  unit)

Stretch/3+3+3

Business  Majors Dr.  Kenneth  Hoover  (course  coordinator)Dr.  Michael BiceDr.  JungHa  An

MATH  1600  – Statistics  (4  unit  – 3  hr lecture+  2  hr lab)• MATH  1601  (3 unit  – 2  hr lecture  +  2  hr lab)• MATH  1602  (3 unit  – 2  hr lecture  +  2  hr lab)

Stretch/  3+3 Statistics  for Non-­business  Majors

Dr.  Dana Reneau  (course  coordinator)Dr.  JungHa AnDr.  Yanhong Wu

Note: 1)  Bolded courses  were  offered  in  the  Summer  of  20182)  Course  design  structure:  Project  coordinators  (Dr.  JungHa  An  and  Dr.  Dana  Reneau)  +  Course  coordinators  +  Faculty  members

Summer 2018 GE Math CoursesCourses Enrollment DFW Rate SI Supporting

MATH 1000 (Excursions into Mathematics) 38 6/38=15.79% Yes

MATH 1035 (Elementary Foundations of Mathematics with Support 1A)

25 3/25=12% Yes

MATH 1071(College Algebra with Support I) 50 13/50=26% Yes

MATH 1551(Finite Mathematics and Business Statistics I)

21 9/21=42.86% Yes

MATH 1601(Statistics with Support I) 95 25/95=26.32%(4 were no credit)

Yes

Total 229 56/229=24.45%

Research and Assessment Plan

• Collaborative  assessment  with  English  DepartmentØ Assessment  on  Early  Start  MATH/English  classes  in  Summer

• Development  of  surveys  for  each  supported  class

• Statistical  analysis  of  those  surveys

• Research  on  SI  supported  classes

MATH/Quantitative Reasoning(MATH 1000 -­ Excursions into Mathematics)

Target  Population  and  Characteristics

• Art,  music,  and  language  majors• These majors  have  only  the  GE  Math  requirement• Category  I  &  II and  Category  III  &  IV  in  the  same  class• Students  in  this  class  usually  have  weak  math  skills,  so  adding  one  supporting  unit  is  beneficial  for  both  categories

Method Co-­requisite (1  unit  added)Topics  Covered, but  not  limited

• Data  &  Statistics• Probability• Finance• Cryptography• Fractals• Graph  Theory• Voting  Theory• Scheduling

Elementary Foundations Of Mathematics(MATH 1035 + MATH 1036)

1. MATH  1030  -­ Elementary  Foundations  of  Mathematics  I  (3  unit)o This  course  supports  liberal  arts  students  who  want  to  become  a  teacher  and  a  prerequisite  

course  for  MATH  1040  -­ Elementary  Foundations  of  Mathematics  II. To  support  category  III/IV  students  with  this  major,  we  have  developed  it  into  stretch  courses  MATH  1035/1036  (3  unit  each).

Classes MATH  1030 MATH  1035 MATH  1036

Target  Populations  and  Prerequisite

• Liberal  Arts  students  who  want  to  become  teachers

• This  course  is  a  prerequisite  for  MATH  1040

• The  first  part  of  stretch  course  for  MATH 1030

• The  second  part  of  stretch  course  for  MATH 1030

Topics • Topics  are  covered  toprepare  Multiple  Subject  Candidates  to  meet  the  Subject  Matter  Requirements

• Introduction  to  Algebraic  Thinking• Problem Solving• Patterns  &  Sequences• Logic  and  Sets• Numeration  Systems• Whole  Number  Operations• Number  Theory

• Integers• Rational  Numbers  and  Proportional  Reasoning

• Rational Numbers  as  Decimals  and  Percent

• Real  Numbers  and  Algebraic  Thinking• Review  of  solving  linear  equations  and  inequalities,  quadratic  functions  and  equations,  and  systems  of  linear  equations

Current Ongoing Issues• Registration  and  enrollments

• Students  have  a  wide  range  of  math  skills  (especially  in  Category  II)

• Continuous  funding  support  for  SI,  student  assistants,  and  tutors  for  supporting  classes

• Unknowns  – yet  to  be  found  .  .  .  .  .  .  .  

Contact Information

Name Email  addressDr.  JungHa  An jan@csustan.eduDr.  David  Martin dmartin9@csustan.eduDr.  Dana Reneau dreneau@csustan.edu

Q & A

Any  questions?

Acknowledgments• Math  faculty  for  creating/implementing  10  new  GE  Math  courses

ØMake  mission  impossible  to  POSSIBLE!

• Dean  David  Evans  and  Provost  Kimberly  Greer  for  all  of  their  support  to  make  this  project  continue  successfully

• University  Extended  Education  Office  for  Early  Start  Program

• The  Chancellor’s  Office  for  all  their  funding  support  for  all  those  curriculum  developments  and  implementations

Thank you so much!

Why?

Why not!

Step by Step

Plug it, Plug it

There is no try, just do it!

Foundations  of  StatisticsMatt  Jones

Non-­‐STEM  Math  Course  SequencesPaths. Summer Fall Spring

ESM  3/MAT  3 MAT  9 MAT  131ESM  3/MAT  3ESM  2/MAT  2

MAT  195/MAT  132

ESM  9/MAT  9 MAT  131Cat.  4 MAT  102 MAT  132Cat. 3 MAT  132  Cat. 2 MAT  131

List  of  Introductory  Math  CoursesCourse PurposeMAT  102  Foundations  of  StatisticsMAT  103  Introduction  to  College  Algebra

Introductory  3-­‐unit  course  prior  to  GE  B4

ESM  3/MAT  3  Beginning  AlgebraESM  2/MAT  2  Elementary  Algebra  for  Statistics

Introductory  developmental  course

ESM  9/MAT  9  Intermediate  Algebra Completes  developmental  sequenceMAT  105  Finite  MathematicsMAT  131  Elementary  Stat  &  Prob

General  Education  (GE)  Quantitative  Reasoning  (B4)

MAT  195/MAT  132  Statistics  with  Algebra  Review

Co-­‐requisite  4-­‐unit  course,  completes  GE  B4

MAT  151  College  and  Intermediate  Algebra Completes  GE  B4;  intended  for  STEM  majorsMAT  153  Precalculus Completes  GE  B4;  intended  for  STEM  majorsMAT  191  Calculus  1 Completes  GE  B4;  required  for  certain  STEM  majorsMAT  195  Functions  and  Trigonometry Intended  for  preparation  for  STEM  majors

Historical  performance  of  non-­‐STEM  studentsYear: 2015 2016 2017 2018Took  pre-­‐GE  math  courses 826 873 1064 449Summer  intro  math  course  pass  rate

82.50% 69.50% 73.50% 86.90%

What  is  Foundations  of  Statistics?  Description  

Preparation  for  GE  Statistics.  Fundamental  mathematical  and  statistical  reasoning,  including  linear  functions,  measures  of  center  and  spread,  representation  of  data,  interpreting  graphs,  counting  methods.  Not  intended  for  science  and  math  majors  that  require  Precalculus or  higher.

What  is  Foundations  of  Statistics?  Objectives

• Be  able  to  find  the  minimum,  quartiles,  median,  and  maximum  of  a  set  of  data,  and  use  these  numbers  to  create  a  boxplot.  Understand  the  meaning  of  these  numbers.

• Be  able  to  make  comparisons  using  percents,  percent  increase  or  decrease,  and  ratios.

• Be  able  to  graph  ordered  pairs  on  the  coordinate  plane.

• Be  able  to  evaluate  a  function  given  an  input.• Be  able  to  compute  the  slope  of  a  line  or  to  identify  the  slope  given  a  linear  equation,  and  to  interpret  the  slope  in  context.

• Be  able  to  compute  the  probability  of  a  single  event.

• Be  able  to  interpret  values  on  a  bar  graph.• Be  able  to  identify  the  location  of  the  median  and  approximate  location  of  the  mean,  and  to  describe  the  shape  of  a  distribution  given  in  a  histogram.

• Be  able  to  identify  the  location  of  the  median,  mean,  and  to  compute  values  for  intervals  in  standard  deviations  from  the  mean,  given  a  normal  distribution  and  standard  deviation.

• Be  able  to  plot  and  identify  values  on  a  scatterplot.

• Be  able  to  use  the  empirical  rule  for  normal  distributions  to  make  statements  about  the  location  of  the  data.

• Be  able  to  compute  a  z-­‐score.

How  did  we  create  Foundations  of  Stats?

• We  sought  to  adapt  a  similar  course  at  CSU  Northridge,  but  as  a  3-­‐unit  course  (compared  to  5  units  at  CSU  Northridge).• Our  course  focuses  more  narrowly  on  statistical  concepts  and  foundational  ideas  such  as  linear  functions  that  are  necessary  for  statistics.

Example  problem

How  is  Foundations  of  Statistics  run  in  summer?• 6  weeks,  4  days/week  (Mondays-­‐Thursdays,  mornings  or  afternoons  available)• Approximately  2  hours/day,  plus  2  additional  SI  meetings  per  week• 11  homework  assignments,  8  quizzes,  2  exams,  1  final:  something  almost  every  day

• Grades  are  assigned  based  on  the  following  weighted  components:  quizzes  (20%),  exams  (40%),  homework  and  class  work  (15%),  and  the  final  exam  (25%).  

How  did  we  support  Foundations  of  Stats?

• Chair  acted  as  course  coordinator• Summer  Early  Start  instructors  received  20  hours  of  professional  development  and  coordination  support  in  learning  to  use  the  course.  • Professional  reading  and  video  were  used  to  communicate  course  goals,  structure,  and  rationale  for  the  course

• Assessments  and  homework  written  by  the  coordinator• Regular  meetings  to  discuss  progress  and  troubleshoot  issues

• Foundations  of  Statistics  utilizes  1  unit  of  activity  and  2  units  of  discussion,  which  provides  for  3.3  units  of  workload  and  added  time  that  is  used  for  Supplemental  Instruction.• We  utilized  Early  Alerts  and  had  open  communication  from  instructors  to  advisors  (through  the  chair)  to  assist  in  reaching  out  to  struggling  or  missing  students.• We  had  an  intervention  plan  with  the  campus  tutoring  center.

Highlights  of  2018  data

• Far  fewer  students  were  placed  in  the  lowest  category,  as  measured  by  number  or  percent  of  freshmen.• Students  in  Category  IV  were  more  successful  than  students  with  comparable  placement  have  been  since  2015.• A  strong  partnership  among  the  Toro  Learning  and  Testing  Center,  Student  Affairs,  and  the  Mathematics  Department  resulted  in  improved  support  and  greater  success.• Strong  support  of  instructors  through  professional  development  led  to  a  successful  launch  of  the  new  Early  Start  Math  curriculum.

Challenges  in  2018  and  2019

• Changing  Category  placements  resulted  in  the  department  being  unable  to  provide  all  the  courses  needed,  particularly  for  Category  IV  students  in  fall.• Students  were  rather  successful  in  summer.  We  are  experiencing  challenges  with  students  who  were  not  here  in  summer  taking  the  same  course  in  fall.• Next  summer,  we  are  concerned  that  we  may  be  unable  to  get  the  same  number  of  students  to  participate  in  Early  Start  for  mathematics,  which  will  pose  new  challenges.

Acknowledgements

• Sharon  Lanaghan,  STEM  Mathematics  Coordinator  and  TLTC  Faculty  Liaison• Maruth  Figueroa  and  Chris  Torres,  Toro  Learning  and  Testing  Center• Michael  Spagna,  Provost,  and  general  Academic  Affairs  and  campus  support

STEM  Math  Course  SequencesPaths. Summer Fall Spring Fall  year  21 ESM  3/MAT  3 MAT  9

MAT  151MAT  153 MAT  191

2 ESM  3/MAT  3 MAT  195/MAT  132 MAT  153 MAT  1913 ESM  9/MAT  9 MAT  153 MAT  191Cat. 4  or  3

MAT  151 MAT  195* MAT  191

Cat. 2 Successful  placement  test

MAT  191

Cat.  2 No  or  unsuccessful  placement  test

MAT  153  or  195* MAT  191

*Functions  and  Trigonometry

Summer  math  courses  and  performance  2018Course Enrolled Passed  (Rate)MAT  102.  Foundations  of  Statistics

449 390  (86.9%)

MAT  132.  Statistics  with  Algebra  Review

229 212  (92.6%)

MAT  151.  College  and  Intermediate  Algebra

60 45  (75%)

MAT  131  Elementary  Stat  &  Probability

56 49  (88%)

MAT  195  Special  Topics:  Calculus  Success  Academy

53 51  (96%)*

Statistics  Across  the  CSU

Matthew  Jones,  CSU  Dominguez  HillsDana  Reneau,  CSU  StanislausDwight  Wynne,  CSU  Fullerton

http://www.calstate.edu/professional-­development-­calendar

Upcoming  Math/QR  Webcast

http://www.calstate.edu/professional-­development-­calendar

Archived  Webcast  Recordings

http://tiny.cc/csu-­math

CSU  Math  Collaboration  Site

First-­Term  ReflectionsFriday,  February  1,  8:00AM  – 3:00PM  (Long  Beach)Friday,  February  8,  8:00AM  – 3:00PM  (Sacramento)