RESULTS OF THE FACULTY SURVEY
FOR
DEVELOPMENTAL MATHEMATICS
PINEVILLE CAMPUS
1. Do you teach a Developmental Math course at SKCTC?
Yes 1 No 13
2. Describe, in your opinion, what makes students successful or unsuccessful in passing a Developmental math course.
A caring attitude from the teacher. High expectations combined with concern.
Attendance is the biggest key to success. Second would be their commitment to learning a subject difficult to them. This means attempting to complete all assignments, asking questions, and utilizing support services. The majority of students who are unsuccessful have poor attendance and often do not attempt homework assignments.
Focus; dedication; the ability to follow directions and stay on task; having had quality elementary education background; confidence.
Their high school experience really makes the difference.
Successful – recognize they lack math skills. Unsuccessful – deny need.
Understand that these skills will follow them unto their everyday life and especially into their chosen profession (especially Allied Health).
Students need to review and practice Basic Math rules and they need to be helped to develop their skills further.
Study more. More interest in the subject.
Correct placement. ‘Superior’ instruction. Academic Support.
Being able to recognize what functions are required to develop formulas.
Attending class. What they hope to accomplish following these classes. Unsuccessful – don’t take it seriously.
Getting students in these classes as needed. Make sure they attend regularly. Use instructors that understand the apprehension associated with math.
Attendance. Attitude--------------anxiety.
3. Do students attend classes regularly?
Some (those who are ultimately successful) do attend, but many do not.
The majority do not.
In my experience, many developmental students have poor attendance.
Yes, as far as I am aware.
Mostly.
Mostly.
Usually.
No.
Students usually follow the lead of the instructor!
Ours do in radiography.
Don’t know.
Unknown to me.
No.
4. What could instructors do to help all Developmental Math students be more successful?
Have a coherent program with a variety of developmental math courses offered at various times.
Develop a portion of scheduled class time to tutoring and reteaching for those students needing extra help.
Pray. I wish I had a good answer because I would like to write a book and make a million dollars. Instructors should keep the curriculum very structured and meet with students one-on-one when possible.
Tell them about how many (%) of a program enroll and complete and do well on boards.
Needs to start in early education. Not wait until college to learn developmental math skills.!
Refer them to tutors.
Not sure what! But willing to help. Encourage the classes when advising.
Work more with students on an individual level.
Be well prepared; know students ---follow-up with them regular.
Math instructors could (probably do) assess students function ability at various math levels and I.D. lowest level short fall to “develop” from.
Be available – take the fright out of math. Attendance should be mandatory.
Help students understand importance of class attendance. Let students know about available tutors or sources of help.
Vary instruction. Consistent standards.
5. What could SKCTC do to help all Developmental Math students be more successful?
Have a coherent program with a variety of developmental math courses offered at various times.
Provide more varied opportunities for math tutoring. Restructure developmental classes so that they meet for shorter periods of time more often.
Pray some more. We need to do research in this area. Success should not just mean passing the class. We need a uniform definition of success.
Have a better understanding on what students will be covering in this course.
Reinforce need for developmental math mastery to the Department of Education and communicate to elementary and high school teachers!
Maybe talk with different program instructors to find out what the math needs are for each program. Allied Health has specific needs for math skills required of students.
Have an introductory meeting with nursing/allied health career students. Faculty of programs may want to give examples of how math is needed on the job.
Develop an exciting get to know math better program! I have no brain storm presently.
The school systems should start with math tutors at an early age.
Correct Placement. Superior instruction. Academic support.
The key is with #2 above.
Make the mathematic usage of the individual disciplines and programs known to the developmental math instructor to provide useful skills to the students.
If students are determined, do a good job, and attend – move more quickly at whatever pace they can move at.
Hire sympathetic instructors. Set up as much tutoring as possible.
Insist on placement. Logical progression through classes. Flexible completion plans. Challenge exams.
6. How much, in
your observation, do students use the
For math, very little.
Few use math tutoring. This is primarily due to the lack of availability of math tutors.
Students who are already successful use them more often.
Very little on the Pineville Campus that I see.
Somewhat – not near enough.
Pineville doesn’t have an
Somewhat is my guess.
50% of the time.
“Good” students utilize it regularly; some students who for whatever reason feel intimidated don’t.
Maybe 5-10% of students use some form of support and tutoring.
Not enough.
Not as much as they should. Instructors/school officials should encourage.
Don’t know.
7. Describe how you think students feel about learning Mathematics.
Students here are generally very poorly grounded in math. They dislike it and seek the least math-intensive programs.
They see it as something they simply can’t do. Many in the developmental classes have always struggled with learning math and have developed a mental block to learning.
Scared and intimidated.
Math seems to scare them. Numbers always seems to make it difficult for them to even want to enroll in certain programs.
Feel they don’t need to know.
They don’t think its important information or skills that they will need
to go into their programs.
Most of my students feel very negative about math in any form.
Most have expressed tome that math is a waste of time. They are looking for instant gratification and pushing buttons on a calculator is all they want. Lack of confidence.
Do not like it.
Most are afraid of it – feel ill prepared.
Early age there is enthusiasm. Students are left with a period of time between rudimentary maths to the algebra/geometry experience in junior high school, during this time interest is lost as well as skills. These higher skills need to start in earnest in 6th grade or earlier.
Most students we encounter lack good basic math skills. Most do not like math.
Most students show lots of apprehension where math is concerned. Some feel greatly unprepared, sometimes they feel that there is not a good reason to have math.
Very frightened – intimidated – a sense of helplessness/hopelessness.
8. What advice would you give students to help them be successful in Developmental Mathematics?
Go to class. See the tutors. Do the homework.
Take good notes. Ask questions – and demand answers you understand. Practice – Practice – Practice. Attend class.
Show up.
Be patient.
You’ve got to “get” it to be successful in any field.
See their instructors (math) and discuss what their particular needs are.
Students choosing an Allied Health and/or Nursing career may need some form of input of the rationale of math in their professions. Prior to taking courses.
DO IT! DO IT WELL! DO IT WELL, NOW!
Take extra math classes.
Perseverance – seek help; maintain close relationship with instructor; don’t get behind.
Realize that the “technical work force” in the education area that will get you a job. “Technical” implies you will use math.
Attend class; use all resources to make them succeed.
Attend regularly. Have an open mind before you start. I feel that students sometime get upset when you want to put them in developmental classes.
Show up. Ask questions.