We do, indeed, require 70% to pass. But if they score below 80% on any
test, they are given additional work in those concepts.
This, of course, decreases the retention rate, but (hopefully) increases
the liklihood that they will pass the next math class. We're looking at
that, too.
John M. Flanigan <johnf@hawaii.edu> The equation is the final arbiter.
Math Resource Instructor --Werner Heisenberg
Kapi'olani Community College The scoreboard is the final arbiter.
Honolulu, Hawaii --Bill Walton
On Wed, 24 Sep 1997, Martha Haehl wrote:
> Hi everyone again,
>
> This has been a very interesting discussion. I just had to jump in here
> again. Since 70% of something means a passing grade in most classes, it is
> my observation that students can make through our own developmental classes
> without knowing fractions (or some other major topic). This seems to be
> true of technology or technology-void classes. Maybe we could direct
> attention to ways of requiring students to have competencies in all areas
> before moving on to the next topic. Maybe our grading system is broken.
> Maybe students should not move through a class at the same rate. Maybe
> they should master one topic before moving on to the next rather than let
> the strong areas wash out the weak ones with all points in the same basket.
> Maybe tests should be used to assess and correct weaknesses rather than
> just to assign grades.
>
> As for knowing the algorithms involving fractions, I tend to side with
> Phil. I find it much more disturbing that many students who do know the
> algorithms cannot give "ball park" answers without doing the computations.
> The misunderstanding of what a fraction is is a far greater problem than
> not knowing the algorithms involving fractions.
>
> Martha
> ----------
> > From: CoolMath2@AOL.COM
> > To: sslitine@accdvm.accd.edu
> > Cc: mathedcc@archives.math.utk.edu
> > Subject: Re: [MATHEDCC] technology/fractions
> > Date: Wednesday, September 24, 1997 4:41 PM
> >
> > In a message dated 97-09-24 12:24:00 EDT, sslitine@accdvm.accd.edu
> writes:
> >
> > << You said "Who taught them their arithmetic?" and " Even though I teach
> > this
> > concept in class." Did this answer your question? >>
> >
> > I love it when people cut two quotes together to make someone look bad.
> > Mature.
> >
> > You know who taught (note: past tense) them their arithmetic? Probably a
> > liberal studies major who never learned math well themselves. You should
> > know that, if a student gets all the way to college without knowing
> > arithmetic, they will have a difficult time learning these concepts in
> the
> > short time we allow before an exam. I love a good argument, but not when
> > things get nasty.
> >
> > And, while we're on that subject...... I'd like to talk to the couple of
> you
> > who think it's fun to pick on a struggling TA. A TA that took the time
> to
> > come to this forum and ask for the advice of more experienced teachers,
> so
> > that she can do a better job. Then someone jumps on her for not putting
> time
> > into her teaching. We need good graduate students to be interested in
> > teaching! We should be encouraging......... not discouraging.
> >
> > Karen
> > Orange Coast College
> > http://members.aol.com/coolmath2/coolmath.htm
> >
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