Fractions, probabilities and the Pythagorean Theorem, oh my!

New math program caters to different learning styles; teachers see increase in students' success

Dorina Mitrea

Mark Ashbaugh

Sandi Athanassiou

College algebra and calculus may be the bane of millions of college students, but a team of mathematicians at the University of Missouri-Columbia is working to make math classes less intimidating by using a new program that caters to different learning styles. Results indicate that students are more successful and understand the concepts better.

Using a Web-based commercial program, students are able to complete homework and other lessons via the Web. However, instead of a traditional homework assignment where submitted problems are graded, corrected and returned within a few days, the new program assures that students understand the problem correctly before moving to the next lesson. In addition, the program provides students with multiple presentations of the problems.

Statistics show that in the first year that the program was used, 30 percent fewer students earned Ds and Fs in intermediate math, and 11 percent fewer students earned Ds and Fs in college algebra. In addition, student homework grades jumped an average of 25 percentage points, from 58 percent to 83 percent. Math teachers saw increases in the amount of homework assignments completed and reported better quality teaching time during class.

"The program is wonderful and appeals to many different types of learning styles," said Ted Tarkow, associate dean for the College of Arts and Science. "If you want to have the problem presented in a lecture style format, you can choose that option. However, you also have the option of seeing illustrations and even an audiovisual presentation."

Dorina Mitrea, associate professor of Mathematics, and Mark Ashbaugh, chair of the Department of Mathematics, said that the immediate feedback and availability of assistance in various forms is especially helpful for students. The interactive features also appealed to students.

"Our students are changing and as teachers, we must change and teach to their culture," Mitrea said. "Not only do students understand the mathematical concepts better, but we have more time to spend on new concepts in class because there are fewer questions about the homework assignment. Since the program provides immediate feedback and gives students the option of solving problems in smaller steps with guidance along the way, they understand the concepts quicker and are better prepared for class."

"The online help, which is provided to the students while doing homework, is efficient and effective enough to be a good motivator and a good incentive for independent work," said Sandi Athanassiou, coordinator of lower division courses. "The testimonials of the students have been overwhelmingly positive. Some described the program as 'simply awesome'."

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Links:

Department of Mathematics

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