Promising PracticesPreparing Students for Collegelevel Math The NCTN Promising Practice Series presents detailed descriptions of strategies from the field that are designed to promote the successful transition of students from ABE to postsecondary education. Contributed by Program ContextPortland Adult Education (PAE) is the adult learning division of the Portland Public Schools. In existence for over 150 years, the program now serves over 6,000 students a year with an array of academic, vocational, and enrichment courses. PAE's academic program consists of English for Speakers of Other Languages (ESOL), basic through collegepreplevel reading and math, adult high school diploma completion, and GED preparation and testing. In January 2003, with support from the New England Literacy Resource Center and funding provided by the Nellie Mae Education Foundation, PAE launched an ABEtocollege transition program, the College Connection Certificate Program. The program includes skills assessment and testing, academic counseling and support, and classes to improve basic academic skills. To be eligible for the program, students must have a high school diploma or GED. PAE has a fourmember math faculty and offers Math Basic (ABE level), Consumer Math (basic computation skill development and application), Math Concepts (GED prep / prealgebra), Algebra A and B (to prepare students for the college entrance exam) and Math Brushup (a computerbased lab option that covers basic math through algebra). The focus of this Promising Practice is Algebra A and B. Rationale and Background of the PracticeTo prepare students for collegelevel math, I use an array of strategies in my Algebra A and B courses. When I first started as an adulteducation math teacher, I actually had a student lie down on the floor because she was so stressed out by the math. Math anxiety like that has been around for a long time. I want to break down that level of anxiety and help students make a transformation. But it's more than the math. They need to learn to be good students, meaning they need to learn how to take notes, be organized, come prepared. We would find that if someone came and just passed the GED and went on to college, they weren't successful because they weren't prepared to be college students. Students need to know how to work in groups, and how to network and advocate for themselves. If you can't ask a question when you get to college, you're sunk. When students challenge me and say they have another way of doing a math problem, I know they are ready for college. I've been teaching math for 20 years but I still keep going to workshops, learning whatever I can to really help students learn. I read all kinds of research and, lately, I have been focusing on the research on brainbased learning. I still turn to K12 research because there is not a lot on adults yet. But I really want to focus on adult learners, so I read the information coming out of Australia and Great Britain, where more research has been done. I go to as many workshops as possible. One turning point for me was encountering Marilyn Burns's Math Solutions organization,which is when I started to see the importance of using manipulatives. Description of the PracticeI have two main goals for my classes:
These are specific strategies that highlight my teaching approach. Make Students Comfortable Peer Interviews Goal Setting To read more about Pam's research, see The Effects of Continuous GoalSetting on Persistence in a Math Classroom on the National Center on Adult Learning and Literacy website: www.ncsall.net/?id=331. Math Murder Mystery Labs Journaling The journal has four parts. I start with a question that has to do with a specific concept:
After students write an explanation of the concept, I have students give an example so I know they understand the concept. The connection to real life is harder. Sometimes it can be more of an abstraction than an application. For example, one student explained that the number line reminded her of playing the piano—the right hand was the positive integers and the left hand was the negative integers. I use the information from my students' Learning Styles Inventory, which I keep on an Excel spreadsheet, so I can point out in my response just how their learning styles are reflected in their journals. The students feel that I have taken the time to really focus on who they are as learners. Quizzes, Tests, and the Final Exam Students have three or four takehome tests because I just don't have two hours of class time to dedicate to each test. I was very worried in the beginning, but students know they are in school to learn and copying has not been a problem. The final exam is given in class because they do have to have that experience, too. The final is untimed (as is the college placement test) so that students have a chance to show what they know. If students are in Algebra Part B, they take the computerbased college placement test, the ACCUPLACER, which we are allowed to administer at PAE. Evolution of the PracticeOver time, the strategies I use have changed and the work keeps evolving. For example, the whole idea of the labs changed from an informal activity to something formal. A recent change is the introduction of graphing calculators. We teach students to use them so they are prepared for college. Traditional students have been using graphing calculators through four years of high school. Lastly, the ACCUPLACER has changed what I teach. For example, I make sure students practice problems with fractions because it is an area on the ACCUPLACER that tends to trip up adult students. ChallengesThe big issue, I think, is teacher preparation. To teach at this level of math, you do need a strong math background. Some teachers come with no math experience; some have an elementary school background and have not taught algebra concepts. Yet, some teachers with elementary backgrounds do well because they have a better feel for interactive strategies. I am especially concerned that teachers may pass on their own math anxiety or misconceptions. Another challenge is time. Students could use more time preparing for collegelevel math but they have goals they want to reach and need to move on. Recently, our program has seen more direct competition with community college developmental math programs. When my students finish Algebra Part B, they still have to take the ACCUPLACER to prove competency in math. Students who complete developmental math at the college don't have that hurdle. If they pass the developmental course, they go into collegelevel math. An emerging challenge is that younger students who have done most of their math with calculators have very little experience with computation. Many have forgotten how to divide, but they can pick it up again. I tell students that even concert pianists practice their scales. Cost and FundingThe major expenses for the students in the program are the course fee ($40 per course) and the textbook (about $65), although they can use the same book for both Algebra Part A and Part B. There is a fee waiver for students if they need it. In addition, good math resource materials or equipment, like graphing calculators, can be expensive for students and programs. However, this is much less expensive than the cost of remediation in college. For programs, the primary cost is related to professional development so that math teachers have the time and resources to develop engaging teaching strategies. The PAE administration has been very supportive and the Nellie Mae Education Foundation has provided a grant that underwrites the College Connection program, including professional development activities. Evidence of Impact and EffectivenessWe have two ways we currently evaluate our effectiveness. The first is how our Algebra Part B students do on the ACCUPLACER and the second is ongoing feedback from students. PAE recently conducted a phone survey of our transition students that showed 86 percent of Algebra Part B students passed the ACCUPLACER to place into collegelevel math. This may take two tries for some students because the test format is still fairly new to them. This rate of success compares favorably to a national study in which 34 percent of firsttime freshmen at twoyear public colleges took remedial math**. Implications for Practice, Policy, and ResearchThe main implication for practice is the need for strong professional development in the area of math instruction. The Adult Numeracy Network (ANN) is one source for information and collegial sharing. The goal of the ANN is "to share the joys, challenges, problems and insights in the teaching and learning of important math and numeracy skills for adults." The ANN website includes a variety of resources. Networks, like the ANN, are especially important as a method of supporting teachers who have few math colleagues and/or fewer students ready for algebra. In terms of research, we know quite a bit about how adults learn to read but very little about how adults learn math. How does an adult learner finally make that breakthrough on a math concept? About the Author
