Enhancing Teacher And Student Performance In Mathematics

The modern day applications of science, engineering and technology rest on a foundation heavily dependent upon mathematics. Prairie View A&M University (PVAMU) implemented several initiatives to enhance the teacher and student support infrastructure for education in science, mathematics, engineering and technology (SMET) disciplines. PVAMU received a $3.8M grant from the National Science Foundation (NSF) to significantly increase the enrollment and success of under-represented students in SMET disciplines. Studies have proven that students with high academic achievement in mathematics also attain high academic achievements throughout their course of study. In most SMET disciplines, mathematics is a key point of origin. Students must be proficient in mathematics before advancing to an in depth course of study in science, engineering or technology. Curriculum reform in mathematics is ongoing to ensure the course content is appropriate in various prerequisite courses. The endeavor is near completion and the basic issue still remains How do we continue to enhance teacher and student performance in mathematics? Since the teacher is the primary facilitator of the student learning process, the teacher must utilize the optimal techniques identified to covey various concepts and subject matter. In addition, the order of presentation must be logical and well designed to offer the greatest opportunity for the student to learn. The student must be subject to a well-designed performance evaluation process, which positions the student to master the course content. This project established a team with the focus of enhancing teacher and student performance in mathematics. Dr. Freddie Frazier, Distinguished Professor of Mathematics, leads the team. The team focused on teaching techniques and methodologies, order of instruction and course content for each course. In addition, the team will develop an evaluation process designed to ensure the student has mastered the course content. The outcome of the activities will produce a model for each mathematics course. In conjunction with the classroom and support activities, the project will establish a computer laboratory with instructional and evaluation tools used within the mathematics community. The judicious integration of experienced teaching and available technology will develop the infrastructure needed to enhance teaching and student performance in mathematics at Prairie View A&M University. A preliminary study revealed that introductory courses in mathematics (algebra and trigonometry) experience a failure rate of almost fifty percent each semester. More advanced courses (calculus) experienced failure rates, which exceed fifty percent.1 P ge 818.1 “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education” Educational Techniques, Practices and Strategies Prairie View A&M University is continually working to develop new and innovative ways to increase the success rates and narrow the achievement gaps in mathematics at the university level. To succeed, the university must engage in new processes and multiple constituencies in order to raise proficiency in mathematics among its students. Math proficiency really begins at the grade school level. To help future generations of students to further succeed and excel in college, the university must commence to support upper elementary and secondary school personnel, influence parents and engage mathematicians, scientists and educators at the higher education level to better prepare future public school teachers for the challenges ahead. Mathematics Course Reform The first step to improving teacher and student performance in mathematics was to evaluate course content and order of instruction. The initial evaluation identified several fundamental deficiencies: 1) Course content was not properly ordered, 2) Course content was incomplete, 3) Order of presentation was difficult to follow and 4) Students were not able to link various concepts. Although such items seem fundamental to teaching, some of the younger and inexperienced professors needed help to identify with such deficiencies. Course syllabi have been modified for prerequisite mathematics courses to better prepare students for gate-keeper SMET courses. College Algebra, Trigonometry, Calculus I, Calculus II and Differential Equations I course syllabi have been revised to ensure topic content is aligned with follow-on courses. In addition, course content has been reorganized to provide a better subject foundation within the course itself. Curriculum modifications are continually under evaluation. For example, an on-going initiative is to ensure that students enrolled in Engineering Physics II have passed Differential Equations I or be enrolled as a co-requisite. Students are also encouraged to satisfy College Algebra requirements before enrolling in General Chemistry. Educational Techniques and Student Performance Enhanced through Summer Institute The PVAMU SMET Summer Institute is an eight-week, academic intensive program designed to elevate mathematical, computer, communications and professional skills of recent high school graduates to college levels. A carefully selected team of professors and advanced students teach, evaluate and mentor first-time college freshmen in P ge 818.2 “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education” mathematics. The advanced students are assigned to specific professors to help bridge “uncertainties” that exist between freshmen students and their professors.