VOLUME XI, NUMBER 3

#8 INNOVATION ABSTRACTS

PUBLISHED BY THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT, THE UNIVERSITY OF TEXAS AT AUSTIN

WITH SUPPORT FROM THE W. K. KELLOGG FOUNDATION AND THE SID W. RICHARDSON FOUNDATION

 

What I Learned in Math 001

Foundations of Mathematics, Math 001, is not a
highly regarded course by faculty or staff at Triton
College. The low level of course content engenders
negative feelings toward students who place into the
course, and the course lacks prestige for college faculty.
This combination results in staffing problems and is
considered a likely explanation for a low percentage of
course completers.

For many reasons, students do poorly on the mathe-
matics placement test. Some students clearly lack or
have never learned basic math skills. Others may have
had some mastery at one time but have adopted bad
math habits; the result is common errors in problem
solving. A third group has simply forgotten math skills;
in actuality, they need a refresher course.

The course content is divided into four topics: whole
numbers, fractions, decimals and percents. Even the
least mathematically inclined person perceives these
topics as belonging to an elementary curriculum. This
is affirmed in the textbook title which contains the word
“arithmetic.”

| have always enjoyed, at times loved, teaching math.
| have always thought of myself as an effective teacher.
| have always been pleased with the student evalu-
ations and other feedback. However, Math 001 had
some very troubling aspects. | perceived students as
unmotivated, tardy, truant and totally disinterested.
The department course completion rate for Math 001
was approximately 50%. Many 001 students’ lack of
interest in my instruction caused me to feel that much
of the fault lay with them. If they would only “get their
acts together,” they would complete the course.

As Chair of the Math Department at Triton, I sched-
ule all of the math faculty assignments. Math 001 is an
unpopular assignment. | had not taught the course for
over a year; so to avoid any repercussions from other
math faculty, I scheduled myself to teach two sections
of Math 001 in summer 1987 and one section in fall
1987,

I thought of ways to improve instruction and com-
pletion rate. In the summer sections I tried a new
organizational presentation and testing approach.
Success was somewhat better, but both samples were

small; and | did not feel satisfied that | had made a
significant improvement.

I took on the fall semester with missionary zeal. |
was determined to make Math 001 a success. My spirit
was dashed the first day of class. | walked into the
usual sea of faces—no smiles, just looks; not hostile; not
friendly. During the third week of class, | put a new
plan into action. | asked students to meet with me in
my office for a brief five- to ten-minute interview. I
believed this personal approach would help me chart
their progress and ensure they were doing their work. |
took my appointment book to class and personally
contacted students to set an appointment at their
convenience. This necessitated my being in the office
many more hours than usual. One student could only
“squeeze me in” on Saturday. | agreed to the meeting.

Again my spirit was saddened. Within the next few
days, only three of the first 12 appointments were kept.
My first reaction was, “What a bust of an idea.” | felt
this was just another example of their lack of responsi-
bility. However, I decided to persist. At the next class
meeting, I rescheduled the students who had missed
their appointments and chided them for their forgetful-
ness. I verbally reminded all who had appointments in
the upcoming days.

The students began showing up at my office on time.
The conversations, a more appropriate word than
interviews, were lasting longer and longer. A few
students stayed 30 to 40 minutes. We talked about their
progress in class and their plans for the future. Some
students were very definite about their plans. Others
were undecided, but very open to suggestions. Several
students needed academic counseling, and we reviewed
catalog requirements. I asked each student about his or
her interests. I began to look forward to and enjoy our
conversations and the insights I gained from each
person. I was continually amazed at the many accom-
plishments of each student.

I became acquainted with a young woman who was
a social worker at a home for retarded adults. We
talked at length about her job. Some of her stories were
heartrending, and I gained a new respect for the gener-
osity and patience required in her job. Her plan was to
become a chiropractic physician.

I met a 65-year-old gentleman who told me about his
40 years of service as a registered nurse. He was

 

 

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