March 2008 A proposal to offer Math Study Skills R. Cantin/AAC in Fall 2008

Proposal

Pilot one or two sections of a Math Study Skills course, under SK100, linked to MA09x, next September. If the pilot is successful, draft a permanent plan to offer Math Study Skills.

Action

 Agree to this (or amended) proposal  Identify the one or two sections to link.

Discussion

Rationale/integration

Math Study Skills (MSS) introduces students to topics, strategies and techniques that they can use to increase the likelihood of their success in developmental math courses. MSS teaches students to be active learners, to take responsibility for their learning, use tutoring as a resource, prepare for exams, and actively engage in the process of learning. These techniques could also be used to help students increase success levels in other courses and subjects.

In developmental math courses, the failure rate is very high—both nationally and here at MBCC. Colleagues and I have observed it is often not just the math that causes student failure but their approach and their study habits. Strategies used by students in the past simply don’t work for college-level study and often didn’t work very well for pre-college work.

This course does not duplicate the current study skills course (SK096). Specific math study skills such as math note taking, math anxiety, and math test-taking are addressed with the aim of increasing student performance in developmental math courses. Although some techniques could be transferred to enhance student success in other subjects, these topics are specific to the study of math. (See Attachment 1: Math Study Skills Topics.)

SK100 is an existing two-credit course (see Attachment 2: SK100 Course Description). Its description is general enough that the MSS topics can be included within the scope of this course.

How it would work

Students placing into a developmental math class will be advised to register for one of the sections with a linked SK100 section. (Initially, there would only be one or two of these sections. Ultimately, if we decide to continue this course, there would be several linked sections.)

The SK100 section would meet for two class hours per week and cover MSS topics as well as how those topics could be used to support topics currently being considered in the linked math course. Structured exercises and problem solving methods will be used. Students will have the opportunity to prepare homework problems, projects, and tests during the SK100 sessions.

A (math) Learning Specialist will facilitate the SK100 session and stay in close collaboration with the math faculty teaching the 3-credit linked math section. We anticipate a Learning Specialist and paired faculty will plan for the close collaboration during the semester prior to the linked offering. (There has already been some planning taking place for this learning community.)

The curricula of the two courses are interstitial—they are woven together so that the Learning Specialist is practicing skills needed to perform in the SK100 class and the faculty member is reinforcing the study strategies in the linked math class.

The Learning Specialist will award a Pass/Fail assessment for each student in the MSS section.

Interest and Experience in the larger educational community

Matt Walsh (AAC, Reading & Writing Learning Specialist) is serving on MBCC’s learning community team and is very interested in this course. He’s provided input and has offered to continue to support the project.

MSS sessions at recent national conferences (AMATYC and NADE) have been standing room only.

In 1997, Seon and King presented the MSS idea at AMATYC conference (abstract attached).

The Maricopa, AZ, community colleges have been using a similar course for the past ten years. They are preparing to send additional data. (See Attachment 4A: Maricopa description and Attachment 4B: Maricopa testimonial.)

The math department at Indiana University/Purdue University Indianapolis is developing a MSS course using Alan Bass’ text (the text I’ve recommended). I have contacted them to try to collaborate with them. Attachment 1: Math Study Skills Topics

Math Study Skills covers the following topics, issues, and concepts:

1. Introduction a. Everyone can do math b. The right approach rather than high intelligence c. Math anxiety is a learned behavior that can be unlearned d. Organize your class notebook 2. What makes math different a. Math is a foreign language b. Math is skill-based c. Differences between high school and college math courses d. Attitudes toward math e. Your own math background 3. Math anxiety a. Symptoms of math anxiety b. The cure for math anxiety c. About that attitude 4. Managing your time a. The College Time Rule of Thumb b. Time management strategies 5. Learning styles a. Three learning styles b. How to exploit your strengths and strengthen your weaknesses 6. Class time and note taking a. Class time is “on” time b. Warm up before class c. Effective and active listening and note taking during class d. After-class debrief 7. Your textbook and homework a. How to read your textbook (SQRRR) b. How to do your homework 8. Retention techniques a. Your brain needs constant practice—QUIZ YOURSELF! b. Note cards, learning maps, and cheat sheets c. Tutoring center and study groups d. Those word problems! 9. Test taking a. Before the test—QUIZ YOURSELF! b. During the test—apply these seven steps to success c. When you get the test back Attachment 2: SK100 Course Description Attachment 3: Maricopa description

Official Course Description: MCCCD Approval: 04/25/06 MAT108 20066-99999 LEC 2 Credit(s) 2 Period(s) Tutored Mathematics Structured tutorial assistance and math study skills to help students achieve success in a mathematics course in which they are concurrently enrolled. Mathematics study skills emphasized. Prerequisites: None. Co-requisites: MAT082, or MAT090, or MAT091, or MAT092, or MAT120, or MAT121, or MAT122, or MAT140, or MAT 141, or MAT 142, or MAT150, or MAT151, or MAT152, or permission of department chair.

Course Note: MAT108 may be repeated for a total of ten (10) credits.

MCCCD Official Course Competencies:

MAT108 20066- Tutored Mathematics 99999 1. Write and implement realistic time management schedules which include regular study of mathematics and tutorial assistance. (I) 2. Use improved study skills when solving mathematical problems. (II) 3. Explain, with the aid of tutorial assistance, concepts and steps for solving math problems related to the appropriate math course. (II)

MCCCD Official Course Outline:

MAT108 20066- Tutored Mathematics 99999

I. Strategies for success in mathematics (suggested topics) A. Setting up and maintaining an organized homework record B. Preparation and practice for taking tests C. Student self-assessment of math skills D. Effective use of college resources E. Other II. Individual/group work on mathematics problems and strategies, under guidance of instructor and tutors