National Math Panel – Public Comment
Patrick Bibby, Professor of Mathematics
Miami Dade College
April 20, 2007

Miami Dade College
Quality Enhancement Plan

Since 2003, the Southern Association of Colleges and Schools (SACS) has required each of its member colleges and universities to submit a Quality Enhancement Plan (QEP) in order to be reaccredited.  A QEP must be a forward-looking plan of action intended to enhance student learning.  Miami Dade College chose mathematics as the topic for its QEP because our internal data show that mathematics is a serious obstacle to student graduation and program completion.  Since six credits of college-level mathematics are required for all Associate in Arts degrees, low pass rates in mathematics affect all academic areas of the College.
High Risk Courses, Fall Term 2003
(QEP-targeted courses are in bold) 
Course	Enrollment	Pass Rate	
ACG 2021L Financial Accounting Lab	1,049	58.9 %	
ANT 2410   Introduction to Cultural Anthropology	322	50.6 %	
BSC 1005   Principles of Biology 1	1,883	59.7 %	
BSC 2085   Human Anatomy and Physiology	2,147	59.1 %	
CHM 1025   Introduction to Chemistry	692	59.2 %	
GLY 1001   General Education Earth Science	603	51.1 %	
LIT 2120     Survey of World Literature	663	59.3 %	
MAC 1105   College Algebra	4,665	53.8 %	
MAC 1114   Trigonometry	409	42.8 %	
MAC 1140   Pre-Calculus Algebra	516	51.9 %	
MAC 2311   Calculus and Analytical Geometry 1	442	57.5 %	
MAT 0002   College Preparatory Arithmetic	1,706	49.9 %	
MAT 0020   College Preparatory Mathematics	4,106	47.1 %	
MAT 0024   College Preparatory Algebra	2,414	48.7 %	
MAT 1033   Intermediate Algebra	5,979	50.1 %	
Goals and Strategies of the QEP
The impacts of the various QEP strategies on student learning or attitudes are being assessed through pilot studies utilizing classical research designs (experimental versus control groups) or by gathering appropriate data and comparing them to historical data. 
Goal 1: To improve student mastery of competencies in the targeted high risk mathematics courses of College-Prep Mathematics (MAT 0020), College-Prep Algebra (MAT 0024), Intermediate Algebra (MAT 1033), and College Algebra (MAC 1105).  Goal 1 strategies are listed below.
1.	(Assessment)  A program of frequent assessment will be established in the targeted high risk mathematics courses.  Each campus will have its own mathematics assessment center to allow instructors to test their students outside of class..
2.	(Support)  Since frequent assessment implies early assessment, an early intervention program of providing learning prescriptions will be established for students who demonstrate need.
3.	(Advisement)  Faculty, advisors, and students will become more aware of the recommended sequencing of mathematics courses and alternatives that may be more suitable to student interests and/or program requirements.  Students will be advised to take their initial mathematics class during their first semester and subsequent mathematics courses in sequence during consecutive semesters (“back-to-back”). 
4.	(Support/Instruction)  Students who are repeating either College-Prep Mathematics (MAT 0020) or College-Prep Algebra (MAT 0024) will receive supplemental instruction.

Goal 2: To foster a positive student attitude toward the learning of mathematics.  Goal 2 strategies are listed below.
5.	(Support)  A tutor training program will be implemented to improve the quality of tutoring in the mathematics support labs.
6.	(Support/Instruction)  As part of their supplemental instruction, all students who are repeating either MAT 0020 or MAT 0024 will receive mathematics success skills training to improve their attitudes toward the learning of mathematics.
7.	(Support/Advisement)  Personalized interim progress reports will be sent to students’ email accounts on file with the College.
8.	(Curriculum)  Strategies that incorporate mathematics into other disciplines will be utilized to demonstrate to students in Liberal Arts programs how mathematics can be applied to other academic areas. 
9.	(Instruction)  Faculty will be able to utilize teaching techniques to accommodate the various learning styles of their students.
10.	(Support)  Mathematics support labs will be upgraded, improved, and redirected to provide students with a more inviting and supportive environment.

The table below provides the results of the frequent testing experiment conducted at the Kendall Campus during the Spring term of 2004.  Each of the four participating faculty members taught at least one control group and at least one experimental group, so the only variable involved was frequency of testing.
Pass Rates for the MAT 1033 Frequent Testing Experiment, Spring 2004
Group	N	Pass Rate	
Control (5 sections)
(4 exams and a final)	200	54.5 %	
Experimental (5 sections)
(15 quizzes and a final)	205	64.8 %	

MIAMI DADE COLLEGE 
Mathematics Attitude Survey
 
Please tell us how you feel about mathematics and your experiences in math classes. Darken the circle corresponding to your answer with a pencil or pen with blue or black ink.  Thank you! 
 
 	Strongly agree 	Agree 	Disagree 	Strongly disagree 	

1. I am confident that I can get good grades in mathematics.	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

2. Mathematics is not important in everyday life. 	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

3. Studying mathematics makes me feel nervous. 	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

4. I have never liked mathematics. 	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

5. The skills I learn in math will help me in other subjects. 	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

6. To succeed in life you need to be able to do math. 	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

7. Doing math lets me think creatively. 	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

8. I almost always feel stressed in a math cass. 	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

9. It is important to do well in math. 	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

10. I would like people to think that I am smart in math. 	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

11. Math is one of the most important subjects for people to study. 	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

12. Math courses will be very helpful no matter what my major is. 	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

	Strongly Agree	Agree	Disagree	Strongly disagree	

13. I usually enjoy studying math. 	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

14. There is usually more than one way to solve a math problem. 	ⓐ 	ⓑ 	ⓒ 	ⓓ 	

15. I avoid math whenever I can. 	ⓐ 	ⓑ 	ⓒ 	    ⓓ 	

16. Math helps develop my mind and teaches me to think. 	ⓐ 	ⓑ 	ⓒ 	    ⓓ 	

17. An understanding of math is needed by artists and writers as well as scientists. 	ⓐ 	ⓑ 	ⓒ 	    ⓓ 	

18. I am good at math. 	ⓐ 	ⓑ 	ⓒ 	    ⓓ 	

19. Math is not important for most jobs. 	ⓐ 	ⓑ 	ⓒ 	    ⓓ 	

20. Solving math problems is fun. 	ⓐ 	ⓑ 	ⓒ 	    ⓓ 	

21. It scares me to have to take mathematics. 	ⓐ 	ⓑ 	ⓒ 	    ⓓ 	

22. I am bad at math. 	ⓐ 	ⓑ 	ⓒ 	    ⓓ 	

23. I get more nervous before a math test than before tests in other subjects. 	ⓐ 	ⓑ 	ⓒ 	    ⓓ 	

24. Most people should study some mathematics. 	ⓐ 	ⓑ 	ⓒ 	    ⓓ 	

25. Taking mathematics is a waste of time. 	ⓐ 	ⓑ 	ⓒ 	    ⓓ 	
26. Mathematical thinking helps me make intelligent decisions. 	ⓐ 	ⓑ 	     ⓒ	    ⓓ