Aligning High School and College Mathematics

At STCC like other community colleges, the majority of incoming students place into developmental mathematics. This means that they have to take preparatory courses – algebra or arithmetic – before beginning college level mathematics.

Looking at this issue, Steven Davis of the Davis Foundation and former owner of Lenox Saw commented recently that this is rework since students should have acquired those mathematics skills in High School. And to address this problem will require cooperation between high schools and colleges. Although traditionally, there has been a gap between these two segments of education, there are signs of new cooperation. An important example has taken place at Seminole State College of Florida, a community college near Orlando, where area high schools have worked with the college to improve mathematics preparation. As reported by Bill Maxwell in the St. Petersburg Times,

“The main problem was obvious: Florida was requiring high school students to take only three years of math. Most did not take math in 12th grade. The chairman offered the principals a special 12th-grade course he would bring to their campuses to reduce the number of students needing remediation when they entered the college.

Only one school, Oviedo High, initially accepted the challenge. Seminole State College provided the course content and mentoring, and Oviedo's teachers taught the course.

Within a few years, Oviedo High reduced its remediation rate from 70 percent to 10 percent. A team of SSC and Seminole County public schools administrators began meeting once a month for breakfast at a local Denny's to collaborate and replicate the Oviedo program in all Seminole high schools.”

(Go to http://www.sentinelandenterprise.com/editorial/ci_13710499?source=rss for the full article.)

This example is encouraging; we are trying to institute a similar program here at STCC.

Teaching Mathematics

It’s been 18 years since I taught mathematics, so I jumped at the opportunity to guest lecture in an STCC algebra class. Professor Brewer told me that the topic was multiplying two binomials. This is akin to multiplying two two-digit numbers (such as 43 times 57) but here one doesn’t know the digits.

I had a great time as may be seen from the picture. There is something magical when a class goes well and students are absorbed in learning.

While the mathematics is the same, other things have changed since I last taught. Professor Brewer’s class is using software to do and record their homework. In this way the instructor can track the level of activity for each student and each student’s progress.

This technology addresses what I consider one of the biggest problems in mathematics instruction – making sure students are practicing. Learning mathematics is like learning to play an instrument. No matter how many times you see someone else do it, you won’t learn without your own diligent practice. It’s like the old witticism: How do you get to Carnegie Hall? The answer is practice, practice, practice.

STCC has a great mathematics department dedicated to help all students learn. This was clear from the way Professor Brewer structured her class and the way she engaged students. Her department is leading efforts - part of the college’s Achieving the Dream initiative - to improve student success in mathematics.