>On this issue of failure rates, might the low retention rates be partially
>caused by teaching math skills without connecting them to the lives of
>students? Or might the traditional content and teaching methods be part of
>the problem?
>
>Data from the community college where I used to teach showed students
>dropped out of college for personal reasons. They didn't collect data on
>why students dropped out of a math class, however.
I don't think the answer as this simple.
We have revised each of our developmental courses over the last two years.
When the content was 'reformed', we did not gain any retention; our completion
rates either stayed the same or actually decreased. When we implemented
teaching methods that emphasized group work, our attendance either stayed
the same or decreased, and our completion rates have not changed.
I think the issue of "better retention" is very complex, and that modifying
a single factor or even single set of factors (like content) is not usually
the answer. (Sometimes this does work, but I think this is due to "readiness"
issues in the program or college.)
We tend to assume that we have much more power, or much less power, than is
warranted by reality. Some of us think we have "much more" power when we
believe that the experience in our math class is sufficient to overcome both
the student's personal history AND any institutional barriers. Some of us
think we have "much less" power when we think there is nothing that we can
do that will have an impact on our students.
We have significant power to impact our students; however, to exercise this
power, we need to take into account the interaction between "student",
"our math course", and the "institution". Because these sets of factors
vary across the set of community colleges, I think that there are places
where a "more traditional" curriculum is desired -- as well as places where
a "more reformed" curriculum is desired.
By the way: I am very unhappy when I hear a colleague say "they are YEARS
behind us" in their curriculum, or "I can't believe they are still doing
THAT!" These judgemental comments reflect attitudes that are actually
counter-productive in creating an environment which supports change.
Anyway, that's my view: "reform" versus "traditional" is not a simple
issue.
Thanks for reading!!
<<<<<<<<<<<<<<<<<<<< from >>>>>>>>>>>>>>>>>>>>
Jack Rotman phone (517)483-1079
Math Professor
Lansing Community College Lansing, MI
internet: ROTMAN@ALPHA.LANSING.CC.MI.US
"Like all art & science, mathematics surrounds us."
<<<<<<<<<<<<<<<< Math Success ! >>>>>>>>>>>>>>>>>
my department home page is linked to my college:
http://www.lansing.cc.mi.us
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