A-BASE Math Project
Articulation Building Algebra Skills & Equity
Barriers to Student Success in Mathematics
Participants of the January Seminar (encompassing representative mathematics faculty from the junior high through college/university levels, articulation officers, and administrators) were divided into groups based on county affiliation. Within these groups participants discussed the barriers to student success (PDF) when transitioning from K-12 to college/university.
A major outcome of the September Workshop series, participating mathematics faculty developed an agreed-upon common set of concepts that students have the most difficulty learning and a set of concepts which students should know prior to entering each of the targeted algebra courses.
Best Practices for Intermediate Algebra (PDF), provided by Paula Castagna, Fresno City College mathematics faculty.
Tuolumne County Vertical Team Training
Following January and March ABASE Seminars, HECCC, in conjunction with UC Merced and Columbia College sponsored a one-day workshop designed to train Tuolumne County mathematics instructors in the Vertical Teaming (PDF) concept. Vertical Teaming has been utilized successfully in Merced County since 1997.
|1. Complete Articulation of the targeted mathematics courses among the HECCC Community Colleges.
The mathematics faculties of the HECCC community colleges made curriculum modifications to their respective targeted mathematics courses for the purposes of alignment and they have completed course-to-course articulation (PDF) of the targeted mathematics courses as being comparable from one institution to another. The articulation document was finalized and signed off by each of the community colleges and it is in effect currently.
2. Facilitate the Articulation Process for the targeted mathematics among faculty of the HECCC Community Colleges and CSU Stanislaus, inclusive of UC Merced.
The first step toward completion of this objective prompted the need to initiate a math pilot allowing SAT scores to be used for math placement, articulation of community college remedial courses, and created alternative class modalities including classes with an additional hour to offer in-class assistance and computer-based classes. The University's algebra instructors, through the CSU Stanislaus Mathematics Remediation Task Force, also revised their mathematics course series to address issues regarding the articulation of algebra courses and student success. The new course series has three tracks that are divided based on the students major. Now that the curriculum rewrite has been completed, approved, and adopted by the University, resumption of the articulation process with the community colleges is underway with HECCC Executive Board and Council support. This activity will continue after the conclusion of the grant.
3. Expand the Mathematics Faculty Knowledge Base in relationship to best practices for a diverse student population.
The January 29 (PDF) seminar was attended by 95 algebra instructors and administrators from the six county region. The faculty in attendance, who teach grades 6 through 16 were grouped by county to facilitate communication among the junior high, high school, and college instructors within a given county. The participants identified the the most significant barriers to student learning (PDF).
For the March 20 (PDF) seminar, algebra instructors were encouraged to submit successful teaching practices for the teaching of algebra through the seminar's "idea exchange." The seminar provided for a variety of presentations from K-12 to college faculty to showcase the current primary mathematics efforts within the region: Vertical Teaming in Merced, WIC (Writing, Inquiry, and Collaboration) and Math, AVID, the Beyer High School Model for non-college prep students, Central California Mathematics Project, Science Vertical Teams, mapping grade articulation from the high school exit exam content, CSU Stanislaus high school mathematics access program (HiMAP) and Collaborative Academic Preparation Initiative (CAPI).
Resulting from faculty input during the spring term seminars, a two-part workshop was conducted in mid-September of 2002 which focused on those algebraic concepts that students have the most difficulty in learning. Algebra instructors who attended the workshop identified mathematical concepts that students should have learned prior to entering their respective level of algebra as well as those algebraic concepts that students in their respective level had the most difficulty in learning. The second part of the workshop assisted algebra instructors with best practices (PDF) and strategies in the teaching of those algebraic concepts that students have the most difficulty in learning.
4. Build an Equitable Collaborative Relationship between the HECCC mathematics instructors and feeder high school mathematics teachers.
The structured group process utilized for the various grant workshops seminars allowed the algebra instructors, who teach grades 6-16, to identify common issues of concern regarding student success in mathematics. The various project group activities highlighted their existing knowledge, allowed them to explore and examine new teaching strategies, and identification of common concerns for student success. Throughout each of the project's seminars and workshop sessions, participants were provided an opportunity to discuss, exchange, and question issues regarding the instruction of algebra.
5. Create a Faculty-to-Faculty Articulation Process Model to be shared, replicated, and utilized statewide, inclusive of all disciplines.
A regional process model (PDF) was developed specifically for mathematics, but can be utilized with any discipline.
|2001-2002||Tuolumne County Vertical Teaming||September Workshops|