First-year Math Research Articles

The Long and Winding Road: standards- and attribute-based grading in vastly different first-year math courses

Standards- and attribute-based marking methods grade students according to specific learning objectives. These methods can be difficult to implement but lead to positive results for both students and instructors. This paper summarizes the experience of and results from two divergent grading systems, one that utilized standards-based grading for a small part of the grade in a very large class and another that used attribute-based grading for the entire experience of a small class. The instructors discuss the challenges in implementing their systems and how the benefits outweighed the accompanying difficulties. The results of the alternative marking led to greater student engagement and to changes in course curriculum. Suggestions for easing the use of these systems are proposed.

Comparing dropout intentions of math students on trainee teacher courses versus bachelor of science courses using intensive longitudinal data

In the past, high dropout rates of university math students have been recurrently observed, causing psychological and economic costs for individuals and society. In this article, we draw on prospective, intensive longitudinal data (ILD) collected at a large German university to examine the effects of stable inter-individual differences (e.g., general math competencies) and intra-individual changes (e.g., motivational states) on the intention to drop out of math studies, an important precursor for actual dropout. Given the ongoing discussion on whether student teachers differ from other types of students in their characteristics (e.g., with respect to cognitive abilities), we were particularly interested in differences in dropout intentions between first-year math B.Sc. and B.Ed. students, who attend the same introductory lectures. Using recent residual dynamic structural equation modeling techniques (RDSEM) we find that dropout intentions of math students in their first semester depend on both baseline characteristics and motivational changeable states which occur during the course. Furthermore, it is shown that B.Sc. and B.Ed. students differ regarding their intra-individual effects and have different trajectories of dropout intentions over time such that they cannot be assumed to be a homogeneous group. The results suggest that the two groups require differential treatment concerning the prevention of early dropouts.

Self-Placement in Math Courses at U.S. Community Colleges: Contributing Factors and Impacts on Student Success

Self-placement in math is becoming increasingly popular in community colleges in the U.S., where students will decide for themselves whether to enroll in non-credit developmental (or remedial) math courses. To fully understand the factors associated with students’ math enrollment choices and the long-term effects of initial math enrollment choices, we use data from all first-time-in-college students in the Florida College System to conduct a multinomial logistic regression analysis and an inverse-probability regression adjustment analysis. We find that most students chose to directly enroll in college-level math, with significant differences by gender and high school math preparation. First-year math enrollment choices were significantly associated with likelihood of passing college-level math and the number of college credits by the third year.

Examining the Impacts of Florida’s Developmental Education Reform for Non-Exempt Students: The Case of First-Year English and Math Course Enrollment and Success

Objective: In 2014, Florida implemented Senate Bill 1720 (SB 1720), which drastically reshaped developmental education practices across the 28 public state colleges. Under the reform, around two-thirds of students became exempt from developmental education. Yet, many students were still required to take the placement test. If they scored below college-ready, they were assigned to developmental education courses using new accelerated strategies. This study focuses on the policy effects on these non-exempt students that received little attention in existing research but also were affected by the reform. Methods: Drawing on student-level data from two first-time-in-college cohorts who were enrolled in state colleges prior to SB 1720 and two cohorts who were enrolled after, this study uses multinomial logit models to predict non-exempt students’ first-year math and English outcomes. Results: We find that non-exempt students benefit from the policy, with significantly higher percentages of students enrolling in and completing college-level and advanced English and math courses after the reform. In addition, non-exempt English students with the lowest level of college readiness experienced the greatest gains post-reform in the completion rates in college-level and advanced English courses. While in math, non-exempt students who scored college-ready experienced the greatest increases post-reform in completion rates in college-level and advanced math courses. Conclusion: Although non-exempt students are not directly affected by the placement policy changes under SB 1720, they still benefit from the reform because of the new instructional strategies and enhanced academic advising and support services.

Shining the Spotlight on Those outside Florida’s Reform Limelight: The Impact of Developmental Education Reform for Nonexempt Students

ABSTRACT Since the 2000s, states have experimented with reforms to improve success among underprepared students traditionally assigned to developmental education (DE). Florida’s reform under Senate Bill 1720 has been among the most comprehensive and wide-reaching. Recent public high school graduates and military personnel became exempt from DE, but nearly one-third of students, including those without a Florida standard high school diploma, were still required to take a placement test and enroll in DE if they scored below college-ready. The legislation also required colleges to offer accelerated instructional strategies for students remaining in DE, and provide enhanced advising and support services. Focusing specifically on nonexempt students, we use statewide data to conduct a difference-in-regression discontinuity analysis to examine differences in first-year math coursetaking outcomes for students on the margins of college readiness before and after the reform. While students narrowly assigned to DE tend to have a lower likelihood of taking and passing college-level courses relative to their college-ready peers, these students experienced larger gains after the reform when DE courses were offered in accelerated formats accompanied by support services. The reform also improved outcomes for students scoring above college-ready, which suggests that nonexempt students benefited from enhanced advising and support services too.

Assessing and Modeling Student Academic Practices and Performance in First-Year Mathematics Courses in Higher Education

Objectives: This research brief explores literature addressing developmental education to identify successful interventions in first-year math courses in higher education. Our goal is to describe the relationship between students’ academic practices and their final course grade in their first-year math courses.
 Method: Data on 3,249 students have been gathered and analyzed using descriptive statistics and predicative analytics. We describe the Math program, which includes a supplemental support component, and the environment under which it was created. We then examine the behavior between students’ participation in supplemental support and their academic performance.
 Results: We used classification and regression tree algorithms to obtain a model that gave us data-driven guidelines to aid with future student interventions and success in their first-year math courses.
 Conclusions: Students’ fulfillment of the supplemental support requirements by specified deadlines is a key predictor of students’ midterm and final course grades. 
 Implications for Theory and/or Practice: This work provides a roadmap for student interventions and increasing student success with first-year mathematics courses.
 Keywords: First-year mathematics courses, supplemental support, higher education

Designing Opportunities for Mathematical Creativity: Three Ways to Modify an Existing Course

Creativity plays an important role in mathematics, but it can be overlooked in undergraduate courses. This article describes three ways an existing first-year math seminar was modified to increase its focus on creativity: introducing readings and discussions related to creativity, drawing connections to creativity in other disciplines, and adding an open-ended project. Suggestions are included for instructors who wish to incorporate one or all of the modifications in their own courses.

First-year success in a nursing baccalaureate plan of study: A descriptive research study

BackgroundPredicting students' aptitude for post-secondary success remains a widely studied topic. This descriptive study explored demographic variables contributing to success in quantitative courses required by the nursing degree plan. Identification of an “at risk” student profile may inform interventions with which to support attainment of an academic degree. ObjectiveThe purpose of this study was to examine the associations between demographic characteristics and successful completion of baccalaureate nursing courses thought to enhance quantitative reasoning skills: first-year math, first-year chemistry, and second-year pathopharmacology nursing. MethodsThis retrospective analysis accessed 4521 academic records of students who took these three courses at a United States university sometime between Fall 2008 and Fall 2015. De-identified student data included course grades, gender, full-time study, income, marital status, first generation, secondary school (also known as high school) location, dual credit, and high school and university grade point averages. Descriptive statistical analysis was conducted to describe the important features of the data. ResultsOf the 4521 records, 2556 undergraduates (57%) passed the courses in which they were enrolled. Among successful students, females outnumbered males (66%), ages ranged from 20 to 24 years, 86% were classified as low income, 54% fit the designation of first generation, and 12% earned dual credit (university credit during secondary school). Our data demonstrate a positive relationship between dual credit and success, with the strongest correlation (0.62) noted for students in pathopharmacology. ConclusionIn the baccalaureate-nursing plan of study, courses thought to enhance students' quantitative reasoning skills remain difficult for some to successfully complete. We conclude that the more successful students tend to be older, have a higher income, and a higher high school grade point average, while those less successful are directly out of high school and have not earned dual credit.

E-learning for introductory Computer Science concept on recursion applying two types of feedback methods in the learning assessment

Purpose The purpose of this paper is to develop a web-based interactive learning object (ILO) of introductory Computer Science (CS) concept on recursion and compare two feedback methods in the learning assessment part. Design/methodology/approach Test driven development (TDD) approach was used to develop ILO. The authors adapted Multimedia Educational Resource for Learning and Online Teaching (MERLOT) standard instrument to evaluate ILO’s effectiveness as an e-learning tool. Three respondents, from a list of pre-identified prospective evaluators, were randomly chosen and served as raters for MERLOT, while 32 student-respondents coming from first-year Math and CS undergraduate majors were randomly assigned to each ILO version implementing either one of the two feedback methods. Findings ILO obtained mean ratings above 4 (in scale 1-5) in three MERLOT criteria, namely, potential effectiveness as teaching tool, ease of use, and quality of content, which is rated highest (mean=4.40, SD=0.53). The study also revealed that immediate feedback increases retention while delayed feedback improves generating new knowledge. Respondents who viewed the ILO implementing immediate feedback in their first session had statistically significantly higher scores (mean=8.25, SD=0.80) than those who viewed with delayed feedback (mean=7.63, SD=0.89). In their second session, the same observation was noted although with higher mean scores. These results give evidence that the developed ILO met standards in e-learning material and showed evidence of its effectiveness with preferably implementing immediate feedback. Research limitations/implications Although the developed ILO can now be used in school as supplementary learning material in teaching the concept of recursion in an introductory CS subject, a pilot testing of the web-based ILO using a larger sample of respondents to validate its effectiveness for online distance learning educational material can be pursued. Furthermore, in designing and creating an ILO, the provision of feedback during the assessment stage is necessary for effecting learning. Originality/value The study was a first to develop ILO for CS topic on recursion. The paper also compared which of two known feedback methods is best to implement in an ILO.

Can Low-Cost Online Summer Math Programs Improve Student Preparation for College-Level Math? Evidence From Randomized Experiments at Three Universities

ABSTRACTEvery year many students enter college without the math preparation needed to succeed in their desired programs of study. Many of these students struggle to catch up, especially those who are required to take remedial math courses before entering college-level math. Increasing the number of students who begin at the appropriate level of math has become an important focus for educators and policymakers. We conducted randomized experiments of low-cost online summer math programs at three universities to test whether this type of intervention can increase access to math preparation, improve placement and enrollment in fall math classes, and improve performance in first-year math courses. Students who received the intervention engaged with the platform, though at relatively low rates, and were more likely to retake the placement test and improve their scores than students in the control group. However, these improved scores did not translate into enrolling in higher level math courses, obtaining more math credits, or improving grades in math-related courses during the first year of college. Thus, providing students access to this online tool did not improve their math skills.

1-217 文理融合型学部の数学基礎教育の導入 : 金沢工業大学での初年次教育(オーガナイズドセッション:大学全入時代の工学教育-II)

1-217 文理融合型学部の数学基礎教育の導入 : 金沢工業大学での初年次教育(オーガナイズドセッション:大学全入時代の工学教育-II)

The DISGRUNTLED MATH MAJOR: Nick Attempts to Integrate U(x)

"The DISGRUNTLED MATH MAJOR: Nick Attempts to Integrate U(x)." Math Horizons, 20(2), pp. 18–19 Additional informationNotes on contributorsNick BoredakiNick Boredaki is a first-year math graduate student studying tons of math and understanding ounces of it. As always, he would welcome your letters at: TheDisgruntledMathMajor@gmail.com.

Measuring Determinants of Student Return VS. Dropout/Stopout VS. Transfer: A First-to-Second Year Analysis of New Freshmen

To reflect academic challenges and enrollment patterns of today’s freshmen, this study measures the impact of high school preparation, first-year academic performance, multi-institution enrollment, and financial aid support on secondyear persistence. Using multi-year cohorts at a public research university, results confirm the importance of including first-year math experience, math intensity of the declared major, simultaneous enrollment at another college/university, and secondyear financial aid offers when measuring freshmen retention. The positive impact of a large-scale, state-funded scholarship program in widening access to college must be balanced against findings that show academic performance and readiness to take on and pass first-year math to be more important than aid in explaining freshmen dropout and transfer-out during both first and second semesters. Middleincome students with greater levels of unmet need face an elevated departure risk, while academically well-prepared freshmen with unmet need are more likely to transfer to other institutions.

SEX DIFFERENCES IN PERFORMANCE ON THE MATHEMATICS SECTION OF THE SCHOLASTIC APTITUDE TEST: A BIDIRECTIONAL VALIDITY STUDY1

We examine the average mathematics scores on the SAT for almost 12 thousand men and women within five specific types of first-year math courses and at each grade level achieved in those courses. We find that after retrospective matching of both performance and course, women score about 35 SAT points lower than do their male counterparts. In prospective regression analyses we find somewhat larger sex effects in the same direction. We conclude that these findings provide evidence of sex differences in this measure of the validity of the SAT-M. Although the data do not allow any conclusions about cause, we believe that exploratory analyses like these can point the way toward the construction of formal models that can more adequately describe the observed phenomena. Pending the availability of such models, we support recommendations made by Petersen and Novick (1976) regarding efficacious ways to remedy possible inequities.