The revision and formative evaluation of the pre-college algebra curriculum at valencia community college: a case study

Abstract

The purpose of the case study was to revise the two algebra courses, Elementary Algebra and Intermediate Algebra, that preceded the mathematics courses required for graduation from Valencia Community College. Formative evaluation was conducted during the revision process and throughout the implementation of the curriculum in a pilot study. A college-wide task force of mathematics faculty used the systems model developed by Robert Diamond as a guide to the curriculum revision. Complete course outlines were developed for the revised courses. Information was collected and evaluation was done on the mathematical abilities of the students enrolled in the two courses, the advantages and disadvantages of the lecture method and the self-paced methods of instruction, the extent to which faculty used cooperative learning and writing techniques, and the extent to which calculators were used. A workshop was conducted for all instructors who would be using new course materials in implementing the revised course competencies. Data on the availability of the resources necessary to support the new curriculum was collected. Included was information on instructional support, physical facilities, and fiscal support for development of materials and training of personnel. The primary change in the pre-college algebra curriculum was to make the two courses sequential. Little review was included in the Intermediate Algebra course.

Instead, additional time was allocated for instruction in new topics. Several traditional Elementary Algebra topics such as the solution of systems of equations by substitution and linear combinations and the solution of quadratic equations were moved to Intermediate Algebra. Graphing techniques received more emphasis in both courses. The use of a scientific calculator was mandated in both courses. Formative evaluation was conducted on two classes of MAT 0024 and two classes of MAT 1033 during the summer of 1991. Formative evaluation will continue throughout the following academic year. In addition, data will be collected for summative evaluation to be conducted starting in 1992-93. .

Notes

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Graduation Date

1991

Semester

Fall

Advisor

Lange, Robert R.

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Curriculum and Instruction

Format

PDF

Pages

180 p.

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Identifier

DP0029065

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

Accessibility Status

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