Earth Algebra

Purpose

The project directors, given the charge to "do something about College Algebra," were inspired by a colleague's observation that "if you want to make a course interesting, you should study something of interest." The result was Earth Algebra, a course with an accompanying text that teaches the customary content of college algebra entirely in the context of the problem of global warming.

The course and the text place particular emphasis on the practicality of mathematics, focusing on problem solving, interpretation of results, and decision making that uses mathematical modeling. Students use graphing calculators and practice writing a nd reporting orally on results. Earth Algebra covers functions, matrices, geometric series, linear programming, and linear, quadratic, exponential and logarithmic equations and functions.

Innovative Features

Faculty chose global warming as the topic of the course because questions related to it lend themselves so well to definition and analysis using the traditional subject matter of college algebra. In addition, global warming is an issue with which studen ts may be supposed to have at least superficial familiarity, and which is of intrinsic interest to many.

Using this kind of subject answers the questions that students uninterested in mathematics ask about these required courses: "Who cares?" and "What is this stuff good for?" It also provides occasion for problem solving and decision making that students find meaningful.

Evaluation

The results of the course have been rigorously evaluated using pre-test/post-test techniques that measure student gains on knowledge of algebra, data analysis, mathematical modeling and attitude toward mathematics. Students registering for College Algebra did not know that Earth Algebra was being offered until their first class. Thus assignment to treatment (149 students) or control group (181 students) was random, except for the possibility that an undeterminable number of students deliberately changed sections during the drop/add period. A pretest was administered about a month after the beginning of the course and a post-test eight weeks later. The evaluator was not connected with the project.

Project Impact

Scores on two different mathematical skills tests were not significantly different for students in the Earth Algebra sections and those in the regular sections. This result is notable since the Earth Algebra course did not put as much stress on certain topics as the standard course.

More significantly, participants in the Earth Algebra sections showed twice the gains of those in regular sections in data analysis and mathematical modeling, which were tested separately from the other skills. Since gaining a sense of these more conce ptual uses of mathematics (as opposed to solving problems) is more appropriate for students who, unlike majors, will take no further courses on this subject, this result is particularly important.

The gain of Earth Algebra students in favorable response to mathematics and appreciation of its conceptual power was nearly eight times that of the control group. Apparently, by studying mathematics in a context of meaningful applications and discoveri ng that they could indeed "do math," students lost many of their prejudices and misconceptions, whereas their peers in regular sections emerged with attitudes very little changed from those with which they began.

Lessons Learned

The Earth Algebra approach seems to enable students to gain as much in mathematical knowledge as a conventional course, but works significantly better at enhancing awareness of the conceptual power of mathematics and favorably affecting students' attitu des toward the discipline. As such, it serves the purposes of general education as well as preparing students for a next course in "business" calculus or statistics. At some institutions, Earth Algebra cannot be used to prepare students for a standard calculus course without supplementary material.

Analyses undertaken as part of the evaluation revealed some interesting correlations between course grades and performance on certain evaluation instruments. Improvement in attitudes toward mathematics proved a statistically significant predictor of the final course grade. Gains in data analysis also appeared a good predictor, but not at the level of statistical significance.

In summary, the Earth Algebra project demonstrated the possibility of teaching college algebra to a reluctant audience while increasing their conceptual abilities and appreciation for mathematics, and producing fewer course failures and dropouts.

Project Continuation and Recognition

The appeal of the instructional strategy and its success in action have had a wide-ranging impact outside the college. The text for the course, published by HarperCollins, has been adopted by approximately 100 institutions. The project directors have given numerous presentations, workshops and minicourses on their work at regional and national conferences and individual colleges and universities. Earth Algebra was featured in the nationally broadcast Paul Harvey radio program.

The project directors have a new FIPSE grant to develop and test individual modules that can be used in a wider range of courses, especially teacher education and precalculus courses. These so-called Earth Math materials will also have specific relevan ce to courses for preservice teachers. Seven institutions will join Kennesaw State in planning and testing.

Available Information

Earth Algebra: College Algebra with Applications to Environmental Issues, by Christopher Schaufele and Nancy Zumoff, was published in a preliminary edition by HarperCollins in January, 1992. The first edition was published in January, 1993.

Information about project results and on-going work may be obtained from:

Christopher Schaufele
Nancy Zumoff
Mathematics Department
Kennesaw State College
P.O. Box 444
Marietta, GA 30061
770-423-6102 or 423-6286
E-Mail: cschaufe@kscmail.kennesaw.edu
E-Mail: nzumoff@kscmail.kennesaw.edu

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