The authors of this article gave a presentation “Developmental Math and Technology” at the PADE (Pennsylvania Association of Developmental Educators) Conference on April 1, 2004. One part of our panel presentation included data accumulated during Spring Semester, 2004. We thought the Viewpoints readers, and particularly those who participated in the survey would be interested in the results. Therefore, this article summarizes the relevant part of our presentation.
Introduction
Over the past few years at Community College of Philadelphia, there has been increased interest in using computer technology in the teaching of mathematics, although not necessarily at the developmental level. In the Mathematics Department, there have been debates on the proper usage of calculators for years, and the College in general has used computers for instruction since the early 80’s. Now there are hundreds of computers available for student use in dedicated computer classrooms or in open-access student computer centers on the Main Campus and three regional centers.
With these extensive resources, we wanted to know how connected our students are to current technology and to what extent students value technological resources and choose to use them to improve success in developmental math classes. We also wanted to assess the faculty attitudes towards and awareness of computer technology for instructional purposes at the developmental level.
At Community College of Philadelphia, Math 016, Arithmetic, and Math 017, Elementary Algebra, are developmental courses since the credit counts for neither graduation nor transfer. Although credit is given for Math 118, Intermediate Algebra, the curriculum is actually a subset of second-year, high school algebra. Therefore, for the purpose of our presentation at PADE (Pennsylvania Association for Developmental Education) and for this article, we considered Math 118 to be developmental. These three math courses, Math 016, 017, and 118, constituted the majority (approximately 70%) of math courses taught at the College (Main Campus and regional centers) in the Spring 2004.
Survey and Results
In order to assess student and faculty attitudes, a survey was administered in spring 2004 to selected sections of Math 016, 017, and 118. The selection of classes was not random since we contacted faculty and visited the classes which fit into our schedules. No faculty member or class refused to participate, and we feel the results are representative. On the Main Campus, 51 sections (44% of the total number of developmental sections offered) were surveyed and 668 students completed the forms. Day and evening classes were surveyed, and the sections were taught by both full-time and adjunct instructors. Thirty faculty, again a mix of full and adjunct, took part in the faculty survey. Some faculty taught and surveyed more than one section.
The responses of the students are given in Table 1
The percentage of students with access to the Internet at home (from 66% to 78%) was larger than expected, but the percentage of students who realized they could access computers on campus (from 58% to 65%) was lower than expected. The percentage of students owning calculators was quite high.
Observations regarding the usage of CD-ROM’s and integration of computer technology in the classroom can be made after reviewing the results of the faculty survey, given in Table 2.
Implications and Recommendations
It seems that students were not aware of the availability of computer resources on campus. Only about 60% of our developmental students responded that they knew that computers with Internet access are available on the Main Campus. We, the faculty and administrators, need to do a better job of informing students of technological resources on the campus. The Main Campus has invested heavily in computer technology and in addition to the student computer center, the Learning Lab and library have accessible computers; consequently, virtually every student should be aware that he or she has access to the Internet on campus, as well as at the regional centers.
Approximately 80% of the faculty surveyed believe computer technology can be a useful supplement, and some faculty members have even constructed their own Web sites, with syllabi and homework assignments. However, only 20% recommend that students use the Web and just over half, 57%, suggest students use CD’s bundled with textbooks. Perhaps, as a consequence, only 8% of the students have accessed Web sites for mathematics help, and many are not taking advantage of the CD-ROM that came with their text. We might note that some feel that CD-ROMs bundled with texts are not useful to them.
This disconnect between the positive attitude of faculty toward computer technology in general, the actual recommendation of it for a course, and the subsequent use of the computer materials call for reflection. From the point of view of the Lab, we realize we can be doing a better job to help link students to computer resources when appropriate. Perhaps a “smart classroom” could be dedicated to developmental math students. If guided to see the potential of either a CD-ROM or a particular site on the Web, student use of such resources would likely increase.
It is interesting to note that permission to use calculators received widespread acceptance, although it is not universal. In our opinion, inappropriate use of the calculator has led to students’ lack of mastery of basic arithmetic. Appropriate use, however, has led many students to make discoveries, explore concepts, check answers, etc.
Can the potential of computer technology help our success rates with developmental math students? Perhaps more time is needed for websites and CD-ROMs to improve and for our students to learn to take advantage of the possibilities.
Table 1: Student Survey Responses, Mid Semester, Spring 2004 (Percentage responding affirmatively)
| Questions | Math 016 | Math 017 | Math 118 |
|---|---|---|---|
| (n=119) | (n=225) | (n=324) | |
| 1. Do you have access to the Internet at home? | 66% | 78% | 73% |
| 2. Do you have access to the Internet at school (CCP)? | 59% | 58% | 65% |
| 3. Did you receive a CD-ROM with your text? | 13% | 31% | 45% |
| 4. If you received a CD-ROM, did you try using it? | 20% | 16% | 27% |
| 5. Possible reasons why you may not have used it include: | |||
| • Too busy | 40% | 20% | 46% |
| • Couldn’t figure it out | 11% | 51% | 12% |
| 6. Have you used any other Web sites to help with math? | 8% | 8% | 8% |
| 7. Do you own a calculator? | 92% | 91% | 91% |
| 8. Are you permitted to use a calculator in current class? | 80% | 74% | 88% |
Table 2: Faculty Survey Responses, Main Campus, Spring 2004 (n=30)
| Yes | No | Probably | No response/ Does not apply | |
|---|---|---|---|---|
| 1. MATH 016 Do you think computer technology can be useful (as a supplement, for practice exercises, etc.) for students? | 80% | 13% | 3% | 3% |
| 2. MATH 017 Do you think computer technology can be useful (as a supplement, for practice exercises, etc.) for students? | 77% | 13% | 3% | 7% |
| 3. MATH 118 Do you think computer technology can be useful (as a supplement, for practice exercises, etc.) for students? | 80% | 7% | 3% | 10% |
| 4. Do you recommend any Web sites that interested students could use to improve their understanding and skills in mathematics? | 20% | 70% | - | 10% |
| 3. If your text is accompanied by a CD-ROM, do you suggest students use it? | 57% | 10% | - | 33% |
| 4. If you were uncertain about Web sites, would you recommend students come to the Learning Lab to ask about sites appropriate for their course? | 97% | 3% | - | - |
©Copyright 2005. Contact author for permission
Maintained by Jay Howard,Jan 2005