The Math Curriculum Development

Introduction

The role of mathematics in life cannot be gainsaid. Professionally, mathematics is a career building subject through which people become accountants, economists, doctors, lecturers, tutors of mathematics, and even scientists. In real life situations, mathematics is at the core of most of the day-to-day human activities. Indeed, it is an essential aspect of human life.

Mathematics has various subsidiaries, one being algebra. For the purpose of this paper, focus will be laid on college algebra. The following is a typical college algebra curriculum:

1. Equations and modeling
2. Function theory
3. Polynomial functions
4. Rational functions
5. Exponential and logarithmic functions
6. Introduction to trigonometry
7. Trigonometric graphs and equations
8. Sequence and series

Evaluation

Over the years, the performance in college algebra has been less than satisfactory. College algebra examination results at United States International University in Fall 2007 bear a clear testimony to this assertion. Only 23% of the students passed the college algebra exam (Okello, 2010). The same year saw a large number of students (approximately 66%) barely attain the average mark while 11% failed (Okello, 2010). This dismal performance calls for a thorough scrutiny of the mathematic curriculum.

In view of this, appropriate measures have to be taken in order to arrest the situation. Most importantly, the curriculum of college algebra has to be transformed. The transformation involves the incorporation of real world based problem topics, which would help students relate and interact with algebra from a more practical point of view. Secondly, focus should be laid on mathematical modeling where real world experiences are transformed into mathematics. This would inculcate the culture of deductive reasoning, which is essential in the application of mathematical tenets.

The content of college algebra also needs to put into account the communication skills needed in the study of mathematics. This comes in the wake of most students’ inability to comprehend basic algebraic terminology and hence fail to interpret exam questions correctly. It is, therefore, important that mathematics students also study language skills that would enable them grasp the various algebraic and mathematical functions.

To add to that, lecturers and tutors of mathematics, particularly in algebra, should change their teaching approach (Acelajado, 2005). Instead of the teacher-centered lecture method that has proved hopelessly ineffective, emphasis should be laid on the student-centered learning approach where the students are actively involved in the teaching process by participating in group discussions and taking part in charting, manipulative and illustrating activities, as well as evaluating data. Such activities have the potentiality of generating the student interest in the subject (Shepherd, 2005). This would go a long way in improving the performance of college algebra.

College algebra syllabus should further be repackaged to include topics that focus on real world problems (Dale, 2008). Such a move would ensure that students develop the confidence required for problem solving that address their needs in and out of the university.

The implementation of these measures can be achieved through application of appropriate technology in the teaching and learning of mathematics in general and college algebra in particular. Use of technology can improve mathematical thinking and understanding.

Technology

Technology has greatly impacted on the teaching and learning of college algebra. Research in this area has identified the use of various electronic devices in the mathematics class. Such devices include calculators, TI- Navigators and computers. The use of handheld devices in mathematics classes has been gradually gaining prominence (Dougherty et al, 2005). One such device is the TI-Navigator. The TI-Navigator was investigated according to the Likert-based survey (Dougherty et al, 2005) to test the students’ perceptions on the four aspects of an effective learning in this experiment are learner centeredness, community centeredness, assessment centeredness and knowledge centeredness (Dougherty et al, 2005). The response was positive with a general increase in performance.

The TI-Navigator affords the students an opportunity to respond to mathematical tasks both publicly and anonymously. Even the anonymous part of the device has also been found to be instrumental in improving student participation in class (His and Hoadley 1997). In addition, the machine also enhances communication strategies such as speaking, listening, writing, and critical thinking and reading (Dougherty et al, 2005). These are important aspects of communication that assist students to comprehend mathematical concepts. This is because the TI-Navigator systems provide a platform on which the communication strategies can be hatched and eventually implemented.

Installation of the TI-Navigator systems calls for various hardware and software requirements. The hardware essentials include the TI-Navigator student kit. This comprises of four wireless hubs that connect to four TI calculators (Texas Instruments, 2011). It also contains sixteen cradles that handle the students’ hand held calculators. Another important component is the charging bay for recharging the four wireless hubs. The fourth component of the TI-Navigator student kit is the four CBR clamps that are used to attach the wireless hub to a desk (Texas Instruments, 2011).

Another hardware essential is an individual kit for the teacher, which consists of one wireless hub that connects to four TI calculators, an A/C power adaptor for recharging the wireless hub, four cradles for connecting the teacher’s calculators to the wireless hub and one CBR clamp for attaching the teacher’s wireless hub to a desk (Texas Instruments, 2011).

The TI-Navigator classroom kit completes the hardware package required to make the system operational. It consists of an access point that enables the transfer of data from the wireless hubs to the classroom computer. The second component is the USB Ethernet adaptor that enables communication between the access point and the classroom computer. The classroom kit also has the TI connectivity cable, which links the TI calculators to the classroom computer. Also included are two TI compact disks and user documentation manual.

The TI-Navigator systems come with a comprehensive software package. The package consists of the TI-Navigator software. This software enables the teacher to create curricular materials, send and receive information from the students’ hand held TI calculators and manage and assess students’ work (Texas Instruments, 2011). Other software in the package include the TI connect software, which provide for the download and transfer of data, upgrading of the operating system, and installation of calculator applications. Additionally, it has the calculator device files, which enable the students to do assignments on their calculators (Texas Instruments, 2011).

The computers to be used in implementing this technology need to satisfy certain system requirements. They should have Windows XP Professional, service pack 1 or 2, with a 1.2 GHz recommended processor speed, 1024 x 768 screen resolution, 256mb of RAM and at least 350mb of free hard disk space (Texas Instruments, 2011). Other system requirements are USB ports, CD Rom and Internet Explorer version 5.5 or later (Texas Instruments, 2011). The TI-Navigator will not install onto a computer system unless it meets all the system requirements.

Apart from the computer systems, the TI-Navigator needs special TI graphing calculators such as TI-73 Explorer, TI-83 Plus, TI-83 Plus Silver Edition, TI-84 Plus, or TI-84 Plus Silver Edition (Texas Instruments, 2011). These calculators, and their data cables, are sold separately.

Integration

The integration of the TI-Navigator system can be achieved in various ways. One way is the building bins approach. This is one hour to one hour and a half class activity that combines small group and whole class interactions. The activity involves multiple representations of data, theoretical and numerical modeling, linear and quadratic functions and maximization (Dougherty et al, 2005). Each group is given a handout together with sufficient fencing and is required to draw several arrangements of rectangular-based compost pins with a separator using the fence provided. The various groups then take note of the dimensions in three forms; thus, tabular, graphical and equation.

On completion of this exercise, students are prompted through their calculators to input and send their equations to the teacher’s computer. This information is then displayed on the classroom computer or by the projector so that the entire class can study them and hold a discussion on the same. After the class discussion, the students return to their various groups to examine the areas of the bins they have constructed. The activity leads to a second submission of the area formulae followed by another class discussion on how varying lengths of fence produced contrasting quadratic functions and parabolic trends.

It is important that the necessary adjustments be made in the college algebra curriculum so as to accommodate the activities generated by the use of the TI-navigator systems. Since the building bins exercise is a time consuming activity, more time needs to be provided to ensure maximum results.

The integration of the TI-Navigator system in the college algebra curriculum nullifies most of the challenges associated with the teaching and learning of algebra in particular, and mathematics in general. Some of these challenges are lack of interest among learners, poor grasping of mathematical pedagogy, the teacher-centered lecture method of instruction and laziness among students. These setbacks have clearly resulted in the poor performance recorded in universities so far (Okello, 2010).

The use of the TI-navigator leads to the improvement of communication strategies (Cohen and Scardamalia, 1998). This is because it enables students to discuss their findings in class more often than they do during the normal lecture methods. The enhanced participation boosts the students’ communicative ability as well sharpening their understanding of mathematical pedagogy.

It also provides the students with the opportunity to self-correct. Through the display of their work on the classroom computer, students are able to identify the discrepancies in their responses and then attempt to account for them. This enhances their problem-solving abilities as well as improving their level of critical thinking.

Lack of interest among students is virtually eradicated because the use of technology intrigues many young people. Out of curiosity and the urge to seek adventure, coupled with the heightened need to make discoveries, the students would take to the machines with an open mind and enthusiasm; hence, will be ready to learn new things every day. It will also kill boredom in class since the teaching approach will have to undergo a metamorphosis; from teacher-centered to learner-centered.

Generally, the use of the TI-navigator in mathematics classrooms will help improve the performance in the said subject a great deal. This is because the device provides a forum through which students exercise their minds and are able to develop problem-solving mechanisms that would help them fix real life situations.

The integration of the TI-Navigator in the mathematics curriculum may require staff training. The device, alongside the graphing calculators, may be unfamiliar to the mathematics instructors in terms of setup and use. Therefore, an in-house training is necessary so as to upgrade the teacher’s awareness in matters technological. An expert in the field could be hired to conduct the training. Alternatively, instructors could also consider going for further studies in tertiary institutions in order to fully arm themselves with the necessary know-how in the area of the TI-Navigator systems. This would also enable them make recommendations on certain area that may need to be improved upon by the software and hardware manufacturers.

The application of the TI-Navigator system requires additional classroom materials. A projector is needed to expand display of the information sent to the classroom computer. This ensures that all students see clear what is on the screen so that they can adequately respond to it. In addition, the arrangement of various components in class needs a stable source of power supply. Devices that ensure a steady flow of power may be needed. Such devices include uninterruptible power supply and backup power generators – just in case the mains electricity fails.

Other materials include the fence needed in the building bins exercise. This should be available in sufficient quantities to allow for uninterrupted flow of the lessons. Also, appropriate furniture is required to hold the various components like the hubs.

Lastly, the use of the TI-navigator system needs to be evaluated. It should be assessed in order to establish whether it meets the expected goals or not. The main goal of the use of this technology is to improve the performance of students in mathematics. The evaluation can take various forms. One, the instructor and other stakeholders by extension, need to constantly monitor the response of learners to this new technology. There is need to assess the impact of the use of TI-navigator on the learners. It should be clear whether it is impacting negatively or positively so that appropriate measures can be taken.

Evaluation can also be done through various quizzes and assignments given to learners. The performance of these quizzes will give a clear indication on whether the devices are worthwhile or not. A consistently improving performance means that the technology should be adopted as a general school policy. A failure or further drop in performance should take the responsible parties back to the drawing board in order to chart a new way forward.

Conclusion

The poor performance in mathematics in general and college algebra in particular has been a worrying trend in most universities. So serious has been the problem that some universities consider scrapping it out of the courses they offer. Therefore, something has to be done to address the quagmire. The integration of the TI-navigator systems is a timely panacea that, when fully implemented, will go a long way in improving performance in mathematics. More research needs to be done in the same area with a view to customizing it to fit the needs of various categories of students.

References

1. Acelajado, M.J. (2005). The modular teaching approach in college: An alternative to improving the learner’s achievement, persistence and confidence in mathematics. Experimental study at De La Salle University, Manila 2004-2005. Manila: De La Salle University.
2. Cohen, A. L., & Scardamalia, M. (1998). Discourse about ideas: Monitoring and regulation in face-to-face and computer-mediated learning environments. Interactive Learning Environments, 6(1-2), 114-142.
3. Dale, A. (2008): College algebra redesign. Proposal to the Department of Mathematics Oklahoma State University. Oklahoma, USA: Oklahoma State University.
4. Dougherty, B. J., Akana, K., Cho, C. & Fernandez, J. (2005). TI-Navigator Technology and Algebra I. Report prepared for Texas Instrument. Honolulu, HI: University of Hawaii.
5. His, S. & Hoadley, C. M. (1997). Productive discussion in science: Gender equity through electronic discourse. Journal of Science Education and Technology, 6(1), 23–36.
6. Okello, P. N. (2010). Learning and teaching college algebra at university level: Challenges and opportunities: A case study of USIU. The Journal of Language, Technology and Entrepreneurship in Africa, 2 (1), 1198-1279.
7. Shepherd, Mary D. (2005). Encouraging Students to Read Mathematics. PRIMUS, 15 (2), 124- 144.
8. Texas Instruments (2011). TI-Navigator^TM. Web.