Home » 2016 Fall » Tracking Math; Outreach Ideas; Exercise Ideas; Takeaways

Tracking Math; Outreach Ideas; Exercise Ideas; Takeaways


  • Steven G. Krantz, How to Teach Mathematics, Chapters 3-4


  • Daniel, Patrick, Kristen, Aleksandr, Deborah, Eva, Tian (and Sara K.)


  • What else can this group do to move forward with better math teaching at KCC?
  • STEM Vision Committee — team up with them
  • Run a pilot somehow using new strategies to teach math, and then follow students to see how they do in chemistry, biology, etc.
  • With the doing away of math requirements (algebra) for non-STEM majors, we are separating STEM and non-STEM tracks early and with little chance for switching tracks later in education or career without starting over from square one.
  • Elementary Algebra M2 is now a multiple-choice test, with a calculator, and students do not have to pass the test to pass the class. As of next semester, students do not need to even pass this class to graduate.
  • Given all of these things we can’t control, is there anything we can do? Would expanding the Math Workshop help? It would help some students, but probably not a majority.
  • Some research claims remediation never solves the problem — ongoing support will always be needed.
  • What other things can we do? Give more practice — students do know some math, but need practice & feedback.
  • Physical sciences uses ALEKS (others: MathXL, WebWork.)
  • One observation: Even with ALEKS homework 25% of grade, some students still don’t do it. Others find online homework helpful.
  • Another strategy is to spend some time on definitions, so that the words in word problems are understood.
  • Ask students to draw what the instructions say (show them an example; in chemistry, physics, biology).
  • CHE 12 “all about logs”, but only prerequisite is MAT 9; logs covered briefly in MAT 14.
  • Many students are trained to be passive learners, so much so that many consider preparing for class & doing the exercises ahead of time on their own as cheating.
  • How has this FIG affected your teaching practice? For most, understanding what math is needed for science courses, vs. what math is taught in prerequisites, has been revelatory and helpful.


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