[MATHEDCC] "math labs"
Seese, Lillian (lseese@mcmail.stlcc.cc.mo.us)
Thu, 20 Nov 1997 09:24:01 -0800
We began as a paper and pencil lab that served 12 students in the mid-60's
We evolved to a computer delivered instruction lab (around 1985) using
TICCIT (dedicated system of hardware and software that is no longer
available) serving about 2000 students in arithmetic and elementary algebra.
(both 3 credit hour courses) We offered both lab and traditional sections
of both courses.
We now (for about 1.5 years) provide lab only instruction for arithmetic
(about 1200 students) using the free software that comes with the
Miller-Salzman-Hestwood Basic math text. Students work in their books, or
on software, and test on line or off line.
Lab sections have 1 instructor, usually 2 educational assistants, and 42
students. video tapes are available.
60 - 70% of our students test into arithmetic, and most of them resent
having to take the class. We found that in a classroom, this attitude got
in the way and made it difficult to teach the mis of 1/3 who needed a
review, 1/3 who needed a full semester of arithmetic, and 1/3 who would
probabl never "get it" at this pace.
Since going to the all-lab format, student attitude has really improved,
they are getting the review they need (we have a lower leve "hands-on" lab
approach for those who really don't understand arithmetic) or the 16 weeks
of work they need.
The good news is that our success rate in arithmetic jumped from about 42%
to 68% with the use of the text-or-software lab setting.
I don't think anyone in our department would argue that this review is not
a good thing, but I also think most in our department would agree with RWW
Taylor that there is a big difference between reviewing arithmetic and
learning to deal with more non-standard problems.
As chair of the dept. my preference would be a move toward a course that
is a mix (maybe 5 hours?) of arithmetic and elementary
algebra...reviewing/teaching the arithmetic as it is needed in the algebra,
rather than doing arithmetic before algebra. I think I can speak for the
department (most of it) when I say that we support the use of software -
tutorial, not just drill and practice - in developmental classes. In large
part because of the difference it makes in student attitude. the one thing
we've learned in the past 20 years is that availability of software in a
lab does not mean the need for less staffing. If anything, you need more -
now there is math to teach, computer literacy to teach, and math anxiety
and computer anxiety to deal with.
I'd love to hear lots of discussion on this topic.
Lillian Seese
Math Dept.
SLCC Meramec
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