Teaching College Algebra Research Articles

College Mathematics Instructors’ Use of Recommended Pedagogical Practices

This study examined the extent to which college algebra instructors employ pedagogical practices previously found to assist students master difficult STEM content material and address their own previous math deficits. Faculty classroom behaviors were assessed with a modified version of the Generalized Observation and Reflection Platform (GORP). While it was not surprising that math faculty frequently lectured and wrote on the board, results also revealed that recommended practices were infrequently employed by instructors teaching college algebra. More specifically, faculty teaching introductory college algebra rarely addressed students’ misconceptions, made references to their students’ prior knowledge, or employed metacognitive teaching strategies. Moreover, while being observed, faculty never applied a mathematical concept to real life. Moreover, mathematics instructors rarely praised their students. The implications of these findings for professional development and hiring requirements are discussed and emphasized for college math department chairs and administrators generally. Results also highlighted the usefulness of the GORP assessment tool for assessing faculty classroom behaviors.

Comparative Analysis on the Effectiveness of Teaching Strategies in Teaching College Algebra

Comparative Analysis on the Effectiveness of Teaching Strategies in Teaching College Algebra

The Use of Mathcad in the Achievement of Education Students in Teaching College Algebra in a University

The utilization of mathematical software offers numerous points of interest to students, which are fundamentals in the teaching-learning process in the four corners of the classroom. The study determined the effects of Mathcad as an instructional and a computational tool in teaching College Algebra to the Education students in the University of Cebu, Philippines. The study utilized a quasi-experimental using a pretest and posttest design method to 58 Education students. They are grouped by means of their final grades in high school mathematics. The study used standardized instruments such as Aiken and Dreger Revised College Algebra Attitude Scale, and Test in College Algebra by John Tobey and Jeffrey Slater. The gathered data were statistically treated using frequency, simple percentage, weighted mean, and z-test. The study revealed that the attitude towards College Algebra does not significantly affect the post-test scores of understudies in the control and test gatherings. It is inferred that instructing with the guide of media innovation isn’t constantly feasible in upgrading understudies’ learning in Mathematics. The researchers recommend that faculty handling mathematics should incorporate the use of mathematical software such as Mathcad in their course syllabi and the actual teaching practice.

Efficacy of Using STAD and LDM in Teaching College Algebra

Efficacy of Using STAD and LDM in Teaching College Algebra

Modular Cooperative Learning: A Designed Mathematics Instruction for 21st Century Education

Modular cooperative learning is a kind of approach wherein, modular and cooperative approaches are combined to come up with a better strategy in teaching. This study was conducted to determine the effectiveness of modular cooperative learning in teaching college algebra. This study made use of quasi-experimental research that involved the BSIT I-7 which is composed of 30 students assigned as the experimental group exposed in modular cooperative learning and BSIT I -9 with 32 students assigned as the control group exposed in the traditional lecture -discussion method. The study started with the administration of pretest and pre-mathematics attitude test and it ended with the administration of a posttest and post –mathematics attitude test. The instruments used to gather data included the module, pretest and posttest and mathematics attitude inventory test. The scores were compared and the significance of their differences were determined using the t-test. Findings showed that modular cooperative learning improved mathematics performance of the students. It also performed significantly better than the traditional lecture-discussion method. Positive changes taking place when teachers change their teaching methods towards a more student-centered approach like modular cooperative learning. Hence, modular cooperative learning should be adopted to develop a more enjoyable learning environment.

Students' Beliefs toward Mathematics as Related to Their Performance in College Algebra

The study was to determine the beliefs of SLSU-San Juan BSED freshmen towards mathematics and their performance in college algebra. Data gathered were analyzed and interpreted using Weighted Mean, Percentages, Pearson r, and the Point Biserial coefficient of correlation. Findings showed that students' educational background is 62% and 38% from public and private respectively. Majority (66%) strongly agreed that mathematics is a challenging subject and 34% considered the latter as one of the difficult subjects. Relationship between beliefs about mathematics and performance in college algebra is statistically significant at 0.05. Relationship between students' educational background and performance in college algebra was found to be not significant. The study proved that male students have better performance in college algebra than female. Students with positive beliefs about mathematics performed better in the subject. Educational background of the students was not a determinant for having good performance in college algebra. Considering the result of the study, teaching development program focusing on giving the importance of belief in teaching college algebra was recommended. Thus, values formation towards mathematics will be integrated in lesson planning to build positive beliefs.

Fitting Technology To The Mathematics Pedagogy: Its Effect On Students Academic Achievement

Taking advantage of students passion in using technology in the form of digital media sets the trend of this study. If this passion can be harnessed, digital media may have an important and powerful role to play in education. A methodology of teaching using digital media in the form of VCD is experimented and tested for possible effect on students academic achievement. With Gagnes nine-instructional events as guide in the pedagogical process, the researcher implemented Self-study video (SSV) in teaching College Algebra to twenty-one (21) tertiary students of University of the East. Two groups of students are used as subject, one taught using the traditional method and the other taught by the Self-study video method. It is the purpose of this study to compare the academic achievement of the two groups of students and determine their perception as regards their learning experience in the SSV in terms of Level of Discussion, Level of Demonstration, Viewing Experiences and Level of Effectiveness.

Learning and Teaching College Algebra at University level: Challenges and Opportunities: A Case Study of USIU

This study sets out to establish the reasons why many students had difficulty in solving mathematical problems. Questionnaires distributed to six hundred and fifty students undertaking College Algebra over a period of three semesters of my teaching College Algebra at USIU in 2007 yielded responses which confirmed that indeed most of the students had difficulty in mathematics and gave varied reasons why this was the case. Lack of persistence, determination and confidence in oneself were some of the reasons established as the main obstacles that hinder most students from enjoying an otherwise exciting and interesting course. Further analysis of the performance of every student right from his/her final mathematics results at school upto his/her final mathematics examination results at the Fall 2007 in College Algebra gave additional reasons, stated else where in this study, for their poor performance in College Algebra.Key words: Mathematics, college algebra, confidence, persistence, determination, performance.

Problem Solving: Best of Four Methods of Teaching College Algebra

This study aimed to compare the learning effectiveness of constructivist, jigsaw, problem solving and traditional method of teaching College Algebra course among the students in Surigao del Sur State University, Tandag campus for first semester, academic year 2009-2010. This study used pretestposttest quasi-experimental design to determine the effectiveness of the four methods of teaching College Algebra. The respondents were the first year students of the Institute of Arts and Sciences enrolled in the Bachelor of Arts, Midwifery and Bachelor of Science in Mathematics who were taking College Algebra course. The knowledge content of the students after being exposed to different teaching methods increased. It revealed that p roblem solving method had the best effect on students’ achievement scores compared to the three other methods. The course content included in the study needs computation and lengthy solutions that can best be done through problem solving strategy.  Keywords - Contructivist, jigsaw, problem solving, traditional method, teaching college algebra

COLLEGE ALGEBRA DRILLS OR APPLICATIONS?

ABSTRACT Francis Marion University has been teaching college algebra since the school's establishment in the early 1970s. We tried an experiment using applications and projects to motivate the college algebra. Our students had many positive comments about the experience. In this article, we give a few illustrative examples of the applications/projects used and share some student comments. Based on the overall positive experience, two new freshman algebra courses were added using modeling and problem solving as their framework.

The Language of Teaching Mathematics: Implications for Training ITAs

M National attention has been given to the concern of university mathematicians and other educational leaders about the effects of having basic courses in mathematics taught by so many nonnative speakers of English from non-U.S. cultural/educational backgrounds (National Research Council, 1989). While Rounds (1985, 1987) and Gass, Haynes, Rittenberg, and Wieferich (1989) have concentrated on the teaching of mathematics by successful and/or less-than-successful graduate teaching assistants (TAs) and international graduate teaching assistants (ITAs), the work reported here focuses on the use of language in the teaching of regular university faculty, rather than TAs. Arrangements were made with the Department of Mathematics at Georgia State University to audiotape classes taught by three nativeEnglish-speaking faculty members: an associate professor, an assistant professor, and a part-time instructor teaching college algebra and precalculus mathematics. In the fall quarter, 1987, two class sessions from each course were taped and transcribed (a total of 6 hrs, 20 min). In the winter quarter, 1988, one of the authors attended four classes taught by an associate professor and one class taught by a part-time instructor for a total

Provisions for Meeting the Needs of the Poorly Prepared Student in Algebra

As a result of teaching college algebra to students whose high school mathematics seemed to be deficient, I became interested in the provisions other colleges and universities are making to help the poorly prepared student.

The Art of Teaching: Individual Instruction in College Algebra

There is no method of instruction which is a panacea for all of the ills in teaching college algebra. In any classroom there are four or more variables which enter into the effectiveness of the learning situation: (1) the physical environment, (2) the class, (3) the subject, and (4) the teacher. As any one of these conditions varies, the method must also be varied if the teaching is to be most effective.