Abstract
ABSTRACT In Fall 2004, Virginia Commonwealth University (VCU) piloted a modeling-based approach to college algebra. This paper describes the course and an assessment that was conducted to determine the effect of this approach on student achievement in comparison to a traditional approach to college algebra. The results show that compared with their counterparts in the traditional sections, students in the model-based approach had a higher success rate in the college algebra course; performed better on common final exam questions; performed less well in a subsequent precalculus course and slightly better in a subsequent business mathematics applications course. Overall, by the end of the following semester, the percentage of students who enrolled in the modeling course and successfully completed college algebra and a subsequent course required for their majors was significantly larger than the corresponding percentage of students in the traditional sections.
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