Implementing Adaptive Learning Technology to Prepare STEM Students for Success in Mathematics: A Calculus I Study

Faculty #89
Discipline: Mathematics & Statistics
Subcategory: STEM Science and Mathematics Education

Torina Lewis - Clark Atlanta University
Co-Author(s): Diane Plummer, Sandra Rucker, Daniel Teodorescu, Clark Atlanta University, Atlanta, GA

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Clark Atlanta University (CAU) presents the process used to implement the adaptive learning courseware, Assessment, and LEarning in Knowledge Spaces (ALEKS) as a tool for STEM student success in mathematics. A comprehensive review and evaluation of student performance in foundational STEM courses offered in AY 2014-15 to AY 2016-17 provide motivation for the study. During the three years, approximately 61% of students enrolled in the courses earned a C, D, F, or W with about 28% of the students receiving a C. A goal of the calculus study is to improve students’ mastery and use of mathematical concepts through course redesign, assessment, and implementation using adaptive learning technology. In spring 2018, ALEKS was implemented as a co-requisite approach. Using this approach, evidence of students’ increased knowledge of mathematics was evident. While studying the co-requisite approach, we implemented a redesign of Precalculus I and II to enable students to learn precalculus concepts in one semester instead of two. Results from the strategies and future work are presented.

Funder Acknowledgement(s): Two National Science Foundation (NSF) grants provide support for the study under the HBCU-UP program, Award# 1818727 and Award#1818682.

Faculty Advisor: None Listed,
NSF Affiliation: HBCU-UP