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Ed: Hello and welcome to Student Voices I'm Ed Taylor assistant professor of journalism and broad casting here at TCC.
Student Voices is the show that joins together TCC faculty and staff with TCC students to discuss the issues surrounding todays college experience.
Joining me today on my left is Jenny Hodges she's the mathematics professor here at TCC Southeast campus. Thank you Jenny for being here.
and on Jenny's left are Candace Elder and Abi Mitchell and on my right we have Courtney Helm, Tony Burkes, and Heather Fortson.
Thank you very much for all of you to be here today. Let me begin first of all by giving you a little background information on the students who are joining us today.
Each of these students has successfully completed beginning algebra within the last academic year.
The faculty who taught the beginning algebra classes were part of a special course redesign project. They were ask to help rethink, redesign, and develop different ways
of instructional activities that will support in students success in completing the class.
of instructional activities that will support in students success in completing the class.
Most of the questions today will address the students thoughts and opinions about their experience during the redesigned beginning algebra class.
Faculty taught beginning algebra in uniques ways integrating many different types of activities and experiences.
So each of the students will respond in different ways based on their own experience. There are no right or wring answers today. We appreciate when your really candid with us about it.
It's important for TCC to be able to listen to your reflections identify components that will help insure success for future beginning algebra students.
So, with that in mind just to give us a little idea of who you are and where you are in your education. When did you start TCC, whats your major, and when are you expecting to
graduate or go on to a four year college? and we can start with you.
Candace: This is my third year and I think to be done in fall. I'm going for Early Childhood development.
Ed: and your at the west campus.
Candace: Yes.
Abi; This is my first first year Im a freshman and I'm actually undecided on what I want to do I kinda want to do missionary wor
Probably one more year at TCC and then hopefully ORU after that.
Ed: Okay, Courtney.
Courtney: Well, this is my first year too at TCC. I'm at Metro so I go here, and I plan to go to VBI next year.
Tony: I'm Tony Burks, this is my third year here at the metro campus.
my major is webpage design and I'm transferring to TU in the fall.
Heather: Hi, my names Heather Fortsen. i'm actually going to West campus this is my third semester...
and I want to do non-profit organization work. So I'm going for basically a business degree, but to learn how to grant write and stuff like that
cause I like to do non-profit organization work.
Ed: If we could, Jenny, this was kind of... all four campuses involved is that right?
Jenny: Correct.
Ed: Can you talk just a little bit about it? why it came about and how it came about?
Jenny: It started with achieving the dream and they had focus groups that they tried to decide what needed to
be changed. Some things that could be changed to help students succeed and it was determined that the more engaged students are in the course
the better they'll succeed. So we looked and had workshops about how to further engage students in the class. So the whole...
cooperative learning thinking came about and. So then certain faculty tok the lead on that and decided to change the way that they taught in at least one of their classes
They started with beginning because it's the bases for algebra. Basically is why they started there.
and hen after the first four faculty that chose to do that then they held training sessions for the faculty who wanted to learn that way and it's being built up continually.
ongoing more and more faculty from all four campuses are just trying to do different things in the class rooms to keep students engaged.
Ed: So these students are among the first to try out this new style of teaching.
Jenny: Yes.
Ed: Well we can start with questions now.
Jenny: Okay, you all. Describe how activities that you completed during your completing algebra class were similar or different
from other classes that you've taken or which your currently enrolled.
So how were some of the activities similar how were they different, how do the classes compare whats good whats better?
Ed: candace go ahead.
Candace: Well in Ms. Trenwalls beginning algebra class she put us in groups a lot, she taught us on the board and she put us in groups and then sometimes one on one
then she'd walk around to see if we individually could do it.
Abi: I did the same thing that you did as well Ms. Hodges for beginning algebra.I found that grouping and working with people really helped cause you could... just kinda talk
Abi: I did the same thing that you did as well Ms. Hodges for beginning algebra.I found that grouping and working with people really helped cause you could... just kinda talk
through the things that we were learning and its just helpful and my other classes didn't really do that.
Courtney: profesor Ficher would put words on the board for steps, I'm more of a wordsy person and I need steps
Courtney: profesor Ficher would put words on the board for steps, I'm more of a wordsy person and I need steps
I can't just have examples "here go do it" thats my other classes were just like "okay" and like "okay i still don't know what to do" and I don't know why I am doing them.
and she'd also explained that and take the time to really listen to you and your troubles. So we did group work too which really got yo engaged.
Tony: I took Ms.Ficher also, beginning algebra and it really helped me to have groups
I couldn't grasp algebra. I mean I had to continually work on algebra and have somebody to help me with different steps.
By me being in bigger groups based on her coming to different groups at peoples table the people in the group...
will be able to engage with, "well why is this X on this side and not on this side" and vs. Ms. Ficher coming over to help me
this student I can ask and they can help me. So, It was really helpful.
Heather: I found the same thing I had trouble with my beginning algebra teacher, and what she did was everything was set the same way.
Heather: I found the same thing I had trouble with my beginning algebra teacher, and what she did was everything was set the same way.
everyday. She came, she lectured and she would show us stuff on the board also go through it we would do example on the board
individually and as groups like she was saying and then we would work the table in groups and then one on one
she would over and see how we were doing. She did everything in a real structured form everyday and she also does
she would over and see how we were doing. She did everything in a real structured form everyday and she also does
she would over and see how we were doing. She did everything in a real structured form everyday and she also does
she would over and see how we were doing. She did everything in a real structured form everyday and she also does
does that in intermediate which I'm with her now in this semester. I found that very helpful, I have a really hard struggle with math and the way the professor taught
me beginning algebra I actually understand it now. So I am all for how she did it and the group work and the rate the same form everyday.
Ed: Continuity
Heather: Yeah, the same thing everyday I knew when I was going in what was going to happen and I liked that structure that helped me to learn and the group work, also.
Jenny: So building on that cause you've kind of touched on the next idea that we want to talk about is what types of classroom activities, specifically, did you find the most...
helpful when learning how to work the problems and exactly were those activities helpful. You've touched on a few of them, but if you can expand on that
Candace: She handed us out these work sheets and there would be like little puzzles you would have to find what they said, and the answers would be at the bottom...
you would have like a. and b. and then if you didn't get it you were kinda close and you could fill it out. That helped cause you could get close to the anwer and figure it out.
Abi: I think when ever you would write the problems on the board and we would have to do it at our desk and then go up and write on the board
not just sitting there and looking at the lecture and learning it and then going home and doing the homework and doing it wrong!
Thats how my other classes were and we actually go to do it in class and see what we were doing wrong and then we could fix it so we can do the home work right, that was most helpful.
Courtney: Kinda what he said about doing group work it made it more active and fun, cause you know your doing it with other people
and it also her making sure that you get it, you don't want her to just lecture and then you go home and do you home work and be like, well I don't get it
and she not be there and it was nice that she made sure that you got it so when you went home you weren't really stuck so that was nice.
Tony: The group I really elaborate on about these groups because usually when you go into a class and you learn
you usually sit... well you might sit at the same table but you really don't conversate about the school work. You might talk about things outside of school but in math class
when your in there we had four people to a table so it wasn't just one person that you could ask it would be three other people you could ask
well ok even if this person told you the right answer and this person over here got the wrong answer we could also help that person who's struggling because that's
what I had a problem with this girl that sit right across from me just got it, I mean I'm like how are you getting this like this
and I'm like I can not grab this so I would ask her different thing and she would say, "Well you do this and you do this." I'm like, "Okay."
"Okay, now I'm seeing how you're kinda doing this now." You know so the group really really helped me it really did just to interact with other students there.
Ed: Did you stay in the same group throughout the semester?
Tony: Yeah, Mhm. We did have assigned seats, so when we came into class people went to their seats and we had the same people sitting... Thank god there was a lady sitting
in the front she did... I mean she just.. got it I'm like wow... you get it like that. So I constantly ask her questions.
Constantly...constantly I'm like tutor me please. Cause I need some help in this algebra and she did she really helped me.
Ed: you'll help her out one day when the other side of the brain has to work.
(laughter)
Heather: For me, there was another thing she did... We would do our quick pics for the next chapter we were going to work on and we did those before we actually did the assignment
Heather: For me, there was another thing she did... We would do our quick pics for the next chapter we were going to work on and we did those before we actually did the assignment
that made us have to go in and read the book and learn a little bit ourself before we actually went into class so that was helpful to me also
First I didn't like it then I started understanding why she was having us do it that way then the group work. Like she said she would hand out the paper work and she would
have us do it our selves first and then we would start talking to the person next to us then we would form our groups then have us name off
1. 2. 3. 4... 1. 2. 3. 4. and then we sat in different groups every time I liked that because there was a mixture you weren't just talking to the same people you were
learning and helping other people learn that helped me tremendously. Another thing that really stood out to me was the structure.
the same way the same structure that helped me tremendously because algebra, like what he was saying, was really tough for me to understand
and now I get it now it all makes sense so in intermediate the pressure is there its not near as bad as it was then because I understand now it all kind of relates to each other
its the same way just a different form or formula or what ever that helped me also, and with the paper work and the board work where we would all stand up at the board
and take turns in different groups we did that everyday so yeah I like that. Thats very helpful, like he said, cause it was hard for me to grasp algebra also.
Ed: That probably makes the class more interesting too when yo get to know everybody in you class.
Heather: Yeah and we got to know everyone and so it was like we were a group of people who knew each other I also used the PIT and the tudors.
Thats something that she strongly suggested that we do and that was a life saver I use the tudors on almost every assignment just to ask questions and make sure
I'm doing it correctly. Yeah we have the help on MathLab also, but having the help of the tudors is a tremendous help.
Abi: That was really helpful.
Heather: Very much so I think. and Ms. Tremble would also do private tudor sessions with you if you needed that and go over your test with you to see were your weaknesses were
and help you to build on those that was very helpful also. I was all round happy with it, thats why I chose her for intermediate.
Jenny: So on the flip side of that what kind of activities did you find the most challenging when learning how to work problems and why where they challenging.
Abi: Word problems, definitely I don't why but it's hard for me to register like, "What are they trying to say?" I don't really know.
Jenny: where there any specific activities that just they were just more difficult to get ahold on.
Heather: Yeah, definitely the word problems. Learning how to set them up you know D= P/Q formula that, for me, came easy but some of the other ones didn't.
That was a challenge. Word problems are the hardest thing in algebra because you have to come up with your own formula and set the formula up correctly...
and then have the person sitting next to you, like he said, I was lucky enough to have someone sitting by me who was really good and they got it.
I could say, "Hey why did you put your X there?" or "why there?" and then boom it would click and then I would remember, "Oh yeah", ya know so
that helped tremendously with the difficulty for me in the word problems.
Abi: Well as far as the activities I can't really think of any. I feel that if you were doing activities you were understanding it and if you weren't an it was just lecture, then no
Jenny: so anytime it was just the instructor talking that just was...
Heather: Yeah, she pretty much just engaged us constantly we were always involved, everybody.
Jenny: Sometimes, as a teacher, you would try to do the engaging thing but theres some concepts that you would just have to lecture about you just have to tell it how it is
and whatever, but as long as they incorporated your participation it was still ok. Is that what your saying?
All: Yeah.
Courtney: I like both... I like the lecture cause you do need to know how to do it. But I really liked it when she would write the steps on the board and could write down
notes and put down steps so that way when you go home you know cause I'm a very systematic person. I need to know how to do it. I can't just do examples...
Heather: Ms. Tremble was real good about that too she would do the lecture at the beginning and it was a short lecture it wasn't something that took forever
and she would show us step by step by step and we could write that down and when we do our homework we can revert back to that and see exactly how to do it.
Courtney: I think one of the things thats professor Fischer did that helped a lot of people she did several different kinds of learning so she would do lecture then active
and she also did power points sometimes. She helped different people, cause you know it really hard being a professor because there's so many different
students that can learn different ways. I think to be a successful professor, I don't really know much about being a professor, is just doing different types of learning styles.
That way everyone can get it.
Ed:So were the professors able to walk around and work with each group.
All: Yes (Heather: and individually)
Ed: would you mind explaining how that helped.
Heather: Well for me she would walk around the room and just kind of watch us while we were doing it and she would see where we were at.
I would be like, " Ms. Tremble I need Help." and she would stop and she would say, "Okay now what did you do right there and what does that line mean?"
Ya know and I'de be like, "Oh yeah! so I just need to divide this and multiply this on both sides" and that helped with the individual and when we were in group settings
she did that also she would walk around and just see what everyone was writing on there papers and at the same time we would be raising our hands and she would come by
and talk to us individually work with us and say, "Okay now what did you do right there?" and then boom we would figure it out ourselves it wasn't like she was telling us she would
just point out things that we had already done and showing us that we already knew how to do it. I'm like, "Oh wow, I already knew how to do it . Thank you." So it
worked out really well I think. If I answered your question correctly.
Ed: does everybody else kind of feel the same way? as far as...
Heather: I had a very good experience with her beginning algebra class thats why I chose her for intermediate and I will use her for college also.
Courtney: She makes you think about, like why you got that answer she's like, "Okay why did you get that answer." and it's not like you say, "I don't know.''
its the right answer." instead you like, " This is why. I get it. I know why it's the answer."
Tony: I'm like her I want to know why not just... why does this go over here, why come this can't go over here, ya know why?
and until I know that I won't get it. I have to know that first then I'll get it.
Jenny:Well, thats how you learn not every problems going to look like that exact one. So when you get to the next one you need to know why.
Heather: As you said that you just brought something to my mind. Another thing Ms. Tremble would do she would give us a problem that may or may not be on there
and tell us that sometimes your gonna run into this and there is no solution and remind us that this is what you do when you run into this.
She was really good about doing that and showing us examples of things that we amy run into that aren't necessarily going to be on the homework
just so we would be prepared for that we could write that in our notes.
Jenny: Ready for the next one? As part of the beginning algebra course you participated in several small group that involved working with your peers
your fellow classmates. What types of the small group activities did you like the best for the benefits of those experiences.
Abi: For me it was sometimes I could understand the concepts and I could teach the other person so that helped me learn it better and then sometimes it was opposite
where she was helping me, so that was helpful for me.
Heather: Yeah I agree with her with a lot. Like there was some things that I knew... I caught myself and here I am thinking that I can't do this this is so hard oh my gosh
and here I'm going teaching somebody else how to do it, and I was like, "Wow I'm actually getting this. I didn't think I would be able to get algebra
as a kid in high school and it was really tough for me. So I agree with her that what the small activity group work did thats what it taught me was that
I could learn it and I could teach it. It built my confidence level, yeah. And my self esteem about how to do it and that it wasn't impossible.
Jenny: Anybody else?
Tony: Yeah, with Ms. Fischer in beginning algebra she would... if she would go over chapter seven
the previous day and then the next class meeting we would come in and we would sit at our table and she would
literally have candy up at the desk and she would go around to each table she would put these papers
on each table and she said, "Every body do the problems, if you have a problem talk to you neighbor..."
and they can help you." and she said who ever get finish first they get this candy up here (laughter) So it was an incentive to learn to get finished.
Ed: No raw vegetables ever up there?
Tony: No, no carrots.
Heather: Now alright Ms. Tremble I want that now.
Tony: It was really cool, it was. It was really cool and on more than one occasion that she's done that. I'm like wow thats cool. I never got none but... (laughter)
Jenny: At least you tried... So once again we're going to ask the flip side of working with your classmates and in groups and things in
what did you find most challenging about that?
Candace: Talking to other people... I don't like talking
Abi: Sometimes it's hard to explain to someone cause they just really didn't understand so you kinda had to think of how am I going to help this person. And then
Sometimes you couldn't so you just had to ask the teacher for help. But the only think that I can think of that it.
Courtney: I agree with you
Heather: Yeah I mean, other than that I can't think of anything that wasn't good about it at all. I liked all of it, so.
Jenny: Did you guys have to work the board ever?
Abi: Yeah table and board (HEather; Yup every day ) (Courtney: Oh yeah!)
She would write a problem out and she would choose somebody and they would go up there and whoever she called on
the first person would go up there and do the first step and she would tell them stop go sit down and then she would choose somebody else to start the second step
on the same problem and she did that until the whole problem worked out. So that really helped instead of just one person doing the whole problem.
each person in the class get a part of that problem. So that really helped me.
Jenny: Did you find any part of that challenging at all or...
Tony: Yeah I did cause it pretty much stemming from the home work. The homework that we had the previous night and then when we would come in
she would put one of the problem on the board and if you didn't do the problem right... if she calls on you to do that step, well that step is going to be wrong
because you didn't do the problem right. But once we would get once we would get the write the wrong information down someone would say thats not right thats
suppose to be 3X, I'm like okay why is it 3X? THey're like cause of... "Oh, ok now I see how to do it! Ok I see it now." So then I would correct it.
Ed: I also think that by having different people walking up to the board it takes a little while for the next person to get up there, so it gives you a few second to think about what happened
and so you can kinda prepare yourself for whats going on last.
Abi: So it's not like the person doing it really quick.
Heather: Yeah and Ms. Tremble class she had us go in groups of three to the board and we would each take turns doing the problem one at a time on the board
and we could work together if we needed hep or if we had a question but we pretty much did it ourself and I found that a little challenging sometimes because its kind of
intimidating when your all up there and you like ok I gotta do this right, but other than that. I enjoyed it though because it built my confidence
intimidating when your all up there and you like ok I gotta do this right, but other than that. I enjoyed it though because it built my confidence
in myself also cause I felt confident enough to go up and do a problem on the board in front of the class. I liked that too, it was a little challenging but it was good.
in myself also cause I felt confident enough to go up and do a problem on the board in front of the class. I liked that too, it was a little challenging but it was good.
Jenny: Were your group sizes the same constantly were you always in a group of three or were you sometimes in pairs?
Heather: It was different sometimes we'd be in pairs and sometimes three, sometimes five
Abi: and its usually just that people at your table so it would just depend on who was there that day.
Jenny: What did you like better, what worked better?
Abi: Tables for me. (Tony: I like the tables with three to four students.)
Tony: Of course it would be students that wouldn't even come to class but a majority of the time you would have a full table at least...
15 to 17 people in the class and it wasn't a real big class but I mean if this person didn't know... we had this one guy actually I mean
he just.. he was just a wiz at it.Everything that he got got, I was just like woe, some people can just get math.
and in other subjects like english or something like that.Like you said the left brain let that kick in you know.
and some people just got it and some people just don't and different people they learn different. I learn more by
working through the problems step by step by step other people can just look at the problem listen to a lecture and get it.
it really helped me with the students being at the table versus everybody being separate and raising your hand and the teacher coming to you
to help with one on one. I mean we still had that but it was better with the groups.
Jenny: Did you use manipulatives like something you could handle with you hands did you ever touch like little blocks or anything like that to help you learn?
Heather: Yeah
Tony: Oh yeah we did that, graphs, we did that (laughs)
Heather: in Ms. Trembles class we did graphing but nothing with blocks that I ever remember.
Candace: I had in intermediate algebra, besides a different teacher he had those little square pieces and we had to put them in, I didn't like that though cause it was kinda hard.
Abi: I found that helpful we did that for I think equations with negative numbers and we used red for negative and green for positive and it literally showed how it
would cancel out so that was helpful to me I was like, "Oh, thats why we do that." So, I don't know if you know what I'm talking about but.
Tony: Yes I do. Ms. Fischer did that. (Abi: Ok I thought that was helpful.
Jenny: Did you get a lot of handouts and things in class was that helpful? (All: Yes)
Heather: We got a handout every class and it was over what were doing that day.
Abi: I described the chapter and what we were learning and the term and stuff so that was helpful.
Jenny: Did you use them later to help you?
Heather: For extra practice, yeah.
Jenny: Very good, kind of stemming from that thinking of what you use when you get home, what types of activities were the most helpful or beneficial in
completing your home work that you did outside of class.
Heather: In class notes, her lecture notes, and her step by step stuff that we wrote down that was tremendously helpful because you can go back, like elimination
and substitution problems or stuff like that. you know just, that something I'm doing this semester in beginning algebra you know theres was formulas
slope intercept form and stuff like that she would do all that on the board and then she also made us cards with each of the point slope form you know with all of the different formulas.
on the card and that helped us cause we could just go to that card and see the formula and then do the problem.
Abi: I usually felt prepared fro home work because of all the groups and activities that we did so that if I forgot one step or something the I would go and look at my
material work and my note book and it would help me. Normally I felt really fine for homework or I could press the view example.
Heather: yeah it helps a lot. (Abi: Thats why I like the online)
Tony: Yeah that really really helped. (Heather: Yeah it makes a big difference)
Ed: So was there a lot of stuff on blackboard did the professors post things on blackboard that could help you out?
Ed: So was there a lot of stuff on blackboard did the professors post things on blackboard that could help you out?
Heather: Yes, mine did. (Abi: No, not really)
Heather: Ms. Tremble did. She put little hints like hint #24 or #15 your gonna see something different. Then she would teach us that in class and then on blackboard
she would write something on there to help us remember. There was announcements everyday.
Courtney: I really liked my math class, a lot of stuff about it is not perfect its kind of confusing and stuff but for the most part it's really good it tells you when your
right or wrong cause I'm used to paper and thats how you do your homework so you don't you got it right until you go so that was nice and it can help you
solve it tell you why you got it wrong it would go into and example so that way you can still get it right if you...
solve it tell you why you got it wrong it would go into and example so that way you can still get it right if you...
Heather: And you get more chances to do it over again.
Ed: Is that an online learning?
Courtney: Yeah it's from Pierson I think. It's really good.
Tony: I really struggled with beginning algebra I actually at the tutor I was at the tutor outside of class for two hours everyday.
with this math, and with the math lab I just had the stickability to get it if I would miss a problem I would do an example.
If I miss it again I will keep doing it until I get it. I will get mad I'm like, "Man this is the fifth time."
So I try to understand it, each step with that My Math Lab it helped me so much because it showed me...
this is why your getting this wrong. I look at my steps and I', like where and i going wrong I'm ding three or four steps right but
the fifth an six steps I'm missing. But, by me keeping those examples it showed me that. Thats why I enjoyed working on My Math Lath.
Jenny: Whats types of the class activities were the most beneficial when you getting ready to try and take and exam?
Heather: For me we do our practice test exam, I'm fixing to have a test on Monday, and we go over the practice test in the computer lab with the teacher and she helps us
with stuff that we did earlier that you might have forgot or whatever or get confused and we would go through the practice tests together as a class on the computer.
with stuff that we did earlier that you might have forgot or whatever or get confused and we would go through the practice tests together as a class on the computer.
and that helped tremendously.
Abi: Yeah for my class she would hand out. or you would hand out, the answers also with the practice exam so we would go through it in class
and then we could go home and look at it and say oh this is what I did right and see if we got the answers right. That was helpful so we could like be prepared for the test.
Courtney: We had a study guide too, I liked how it wasn't stressful and it was exactly how the test was going to be, obviously there were different problems
There were twenty questions so its not like your freaking out and having to remember a whole lot. It's totally worry free. And I know...
Obviously she was a great teacher so I knew how to do this stuff too.
Jenny: What study habits do you feel contributed most to your successful completing of beginning algebra, and why?
Heather: For me the SQ3R system at Duke University introduced which is recite review. You say it out loud you write it then you do it.
I used that thats my study technique I use I learned that in academic strategies with Susan Camphouse, she's awesome very awesome
and that fell into my math class with me and that was great. It taught me how to study correctly.
how to take notes properly. I go back to actually to this day and that has helped me tremendously with my study habits.
Tony: Persistance, persistance, persistance.....
Heather: Yeah, Just practice, practice, practice.
Tony: I got to keep going over it, keep going over it. If i don't I'll forget it, it'll go, and I'm like I just did this problem. So I have to constantly
I have to Constantly, constantly, constantly keep doing the math. Actually Ms. Fischer told me that she said, "Tony, the only way you going to get... you got to keep doing it."
"You have to keep doing it over, and over, and over and eventually it's going to sink in. You're going to get it.", she said. But you have to repetitively keep going over it.
That's how I learned thats how I passed it, actually.
Ed: Are you taking more algebra courses in your career?
Tony: (laughs) Well, I go past intermediate algebra so my next step is college algebra. But I laid off of it for about two years so this summer, yeah.
I'm going to get on the computer and start hitting it and kinda refresh my memory so I can start it for the fall.
Heather: Yeah I didn't do that I did mine consecutively, because I was afraid I would forget information and math is hard for me anyway so...
I did mine one semester after another.
Tony: I did, I took intermediate. I took beginning and then intermediate and after that my head was about to blow up.
Heather: I get like that too cause I use the tutors a lot and sometimes I'm like. " I just want to shoot myself"
"I can't do this anymore." But the tudors are really good about reimbursing they're like, "hey you just did that yourself, you only ask me 3 questions..."
" You can do this." and so, you know.
Ed: Do y'all have any study habits that you use?
candace: She goes over it some much, like se'll go over how we do it and then we over problems together and then she'll hand us out a work sheet or something
and then we'll do it ourselves and then we'll go back over it. So by then you kinda catch on.
Abi: Just by doing the home work, for me, actually I wasn't really good at math until beginning algebra
and by doing the groups and everything I can actually get it so I just did the homework and I did well on my tests so...
Jenny: Homework is pretty much like a day by day study. (All:Yeah, it is)
Candace: But she's really good about it, cause she really doesn't over do it. She gives us 10-15 problems for one night so when I was trying to I was stressed about it but
we do it so, I like how that is.
Jenny: Okay very good, What impact, if any, did taking this course have on changing your attitude towards math?
Heather: Oh, huge! I hated it.
Abi: Definitely confidence, "Well I can do this ok."
Heather: Yeah, I don't feel I'm just illiterate to math. You know I learned to do it now.
Courtney: Because of professor Fischer I actually like algebra now, I mean it's awesome. I never thought I would actually like it. And when I don't get it, I go insane about it.
Like with intermediate algebra I just go insane, but I love it when I get it...
Abi: That's just kinda the fun, and you get to do the equations...
Heather: and you know theres only one answer in that also, and that is what I like. I've learned that I actually enjoyed algebra now. I hated it before now I'm starting to enjoy it.
Tony: I'm waiting to get there. (All: Laugh)
Heather: One thing I do have, I have severe test anxiety and thats just cause I have PTSD, thats the only thing I have a problem with.
Jenny: The testing?
Heather: And that is what kinda holds me back a little bit. Cause when I get to the test I start freaking out but without the test anxiety I do fine
on my homework and stuff. Ms. Tremble is a really good professor, so I'm glad I stuck with her.
Jenny: If you are one who is currently in intermediate or if you've already taken it. Discuss how the..
experiences in the beginning algebra class did or did not help prepare you to meet the demands to be successful in intermediate.
Candace: Well beginning algebra kind of intertwines with beginning algebra.
Abi: Yeah, they kind of go together.(Heather: they are kind of the same really.)
Candace: Well, I got started in intermediate algebra last semester I had a different teacher and it was like two completely different things.
Candace: Well, I got started in intermediate algebra last semester I had a different teacher and it was like two completely different things.
So I went back to Ms. Tremble and it went exactly from beginning to intermediate, it never stopped ya know? Just in a different...
So I went back to Ms. Tremble and it went exactly from beginning to intermediate, it never stopped ya know? Just in a different...
Heather: That how I was too, I kept with Ms. Tremble and went to beginning to intermediate and I'm in intermediate now and I just like her
structure, I like the way she teaches, I liker her teaching style and thats what's helped me I think.
Jenny: So, Tony you took intermediate right?
Tony: Yes.
Jenny: Right, so do you feel like you were well prepared fro that class.
Tony: Yes, once I passed beginning. Of course I was having difficulties, theres a section in there that I'll never forget it. It's 2.1 I guess its the heart and soul of algebra
and she said if you don't get this your not going to get algebra. This is what algebra is based on. And that wss the section I had the problem with.
Previous before that I was fine until I got to this section which was... I can't remember exactly what it was but...
It's was the heart and soul of algebra and she said if you don't get this then your not going to get algebra and you not going to be able to get into intermediate algebra.
So thats when I started getting tutoring. and I started tutoring two hours after class, the days I didn't have math was when I tutored.
and I did for two hours and thats when I got it, I got it. I was able to pass Ms. Fischer's class and in intermediate I went to Ms. Fletcher
and it made it that much more sense to me. Once I got in there I was like, " Oh I remember this now, ok now I know how to do this."
You know, so, I did fine.
Jenny: So your persistence payed off? (Tony: Yes it did!)
Ed: Just coming from a... without much algebra in my background when I was in college here many years ago.
It sounds like that TCC offers a lot of alternatives for you to b able to be successful in algebra.
All: yeah!
Ed: we talked about a lot of different things, do you all feel like thats the case.
Heather: Yeah definitely, rateyourprofessor.com thats awesome it's a good way of finding a teacher and that you get to hear other students and what, and
what their teaching styles are and you can see what types of teacher you need for that specific class or whatever.
what their teaching styles are and you can see what types of teacher you need for that specific class or whatever.
Abi: I felt successful, Yeah.
Courtney: One thing that I like about TCC is definitely professors because they're there for you. And their just there for you in anyway that you need.
I was talking to my government teacher the other day and she's like if you having trouble in math I can help you, I'm like that's awesome cause she's not even a math teacher
but, with whatever subject you need they're there for you. I had professor Fischer help me in intermediate algebra even though she doesn't teach it, and
we stayed for a couple of hours she was totally fine with it, it was evening time and I am like thats awesome, she's willing for hours to help me.
She just helps in anyway that she can and that what I love a out TCC professors they're awesome.
Heather: I agree.
Ed: Do you guys keep a cap on the class size or whats the normal class size?
Jenny: 20 is the cap, 20 students on 0 level classes. When you reach college levels 1,000 level classes cap I'm not sure the differences may be different it may be a cap of 40
for college algebra so it doubles in size but when there's the 0 level they keep them lower so you can do the one-on-one stuff and you can do the group interaction.
Ed: I think that getting in a class of 40 would be a little more intimidating then in front of 20.
Candace: I've never had that many in my class, I mean they've all been 15 or under, I remember one time we had like 4
Heather: and they dwindle as the semester goes on.
Ed: anything else, your happy? There is one other question about this class design do you all think it would work in other classes?
Heather: Yes I think so,
Abi: I thing groups are always... They're welcome for me I like it.
Tony: It get the students more comfortable, cause a lot of student go to class and your going to be there for the whole semester and don't even know the persons name
or they sit right in front of you, but with groups you'll get to know peoples names and you'll feel more comfortable. A lot of people scared to ask questions
but if your talking amongst other students you'll find yourself more interactive you'll ask more questions you'll feel more comfortable
So I think groups will help in any class.
Courtney: I don't like classes that have purely lecture. I was talking to another student the other day and she was talking about how one of her professors
Thats all she'll do it's just facts, facts, facts and it's like you can't, I mean with all do respect, you can't do that to students you need to have a variety
and I think you need to have them be active or else they're going to be like tired and...
Abi: Make your own study groups basically, thats what I had to do.
Heather: Thats what I had to do in another class. (Abi: you had to meet outside of school to...)
Courtney: Make it fun, because that the only way your really going to have students really be engaged...
Heather: and the structure too helps tremendously. Knowing what your going into everyday, knowing what you need to bring to class with you.
knowing that you need to bring your next chapter with you and stuff like that.
Ed: have you all found that the class times the offerings are compatible with your schedules.
All:Yeah
Heather: Especially at West. Theres morning classes after noon classes... Ms. Trembles classes are I believe in the mornings, but I like that
I like to do my math classes in the morning, and then do my homework directly after. Sometimes I'll take a break and go home cause sometimes i'll get overwhelmed sometimes
but, yeah I like the structure of it the whole... I liked real well. still like it, it will continue on with her through college.
Ed: What brought about this change?
Jenny: What brought about the change to do the course design? (Ed: yes mhm)
Jenny: Because of the achieving the dream initiative the focus groups and asking students what are the barriers, why do you not succeed?
what do you find difficult? and in learning from that they need to be more engaged to learn, so finding ways to make them engaged.
Ed: Have you found that have you found that the grade point average has increased? or is that something that you've...
Jenny: there's still looking at data they collect data from different semesters, and iI think they looked at two different sets
and they're seeing some success, yes.
Ed: Do you have anything else?
Jenny: I don't, no.
Ed: Any closing thoughts?
Jenny: Thank you guys!
Ed: Thank you, I know it's a... coming downtown on a friday, you could probably be doing some algebra homework.
(Laugher)
Ed: and I want to thank you at home for spending some time with us today and Jenny thank you very much for organizing this discussion it's been
it's been very good to hear about algebra and whats been going on at TCC
And thank you all for watching you can find student voices on *** Communications channel 21. TCC's YouTube Channel
if you go to YouTube go to Tulsa Community College you'll see our logo there and it'll pop up it is easily found.
and ou can also listen to it on The Grid TCC's internet radio station it's on at 9am on Saturday morning it's Tulsacc.edu/thegrid
I'm Ed Taylor and we'll talk to you next time on Student Voices.
(Music)