Electronic Proceedings of the Eighteenth Annual International Conference on Technology in Collegiate Mathematics

Orlando, Florida, March 16-19, 2006

Paper S031

This is an electronic reprint, reproduced by permission of Pearson Education Inc. Originally appeared in the Proceedings of the Eighteenth Annual International Conference on Technology in Collegiate Mathematics, Edited by Joanne Foster, ISBN 0-321-49160-2, Copyright (C) 2007 by Pearson Education, Inc.


Using Technology to Help Address Different Learning Styles in a College Algebra Classroom

Laura J. Pyzdrowski


Institute for Math Learning
West Virginia University
Morgantown, WV 26506
USA


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Melanie B. Butler


Institute for Math Learning
West Virginia University
Morgantown, WV 26506
USA


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Anthony S. Pyzdrowski


Mathematics and Computer Science Department
California University of Pennsylvania
California, PA 15419
USA


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Vennessa L. Walker


Institute for Math Learning
West Virginia University
Morgantown, WV 26506
USA


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ABSTRACT

The Institute for Mathematics Learning (IML) at West Virginia University is working to help students succeed in before calculus level courses. College Algebra historically had D, F, Withdrawal (D/F/W) rates that fluctuated between 45% and 55%. With the implementation of such things as interactive laboratories, on-line tests, on-line quizzes, and curriculum reform, the D/F/W rate has dropped to between 35% and 45% within the past five years. Currently, it is an IML goal to stabilize D/F/W rates to 30% while maintaining the integrity and rigor of the course. It is evident that many students who should be able to succeed, do not. In order to address this issue, course coordinators are exploring the learning styles of students in large sectioned college algebra courses to determine how the course components address their needs as well as to find other components that can be developed and implemented which would help them.

Keyword(s): college algebra, pedagogy