The Effects of An Early Intervention Mastery Activity in the Mathematics Department

Authors

Nathan Wakefield, University of Nebraska-LincolnFollow
Joe Champion, Boise State UniversityFollow
Doug Dailey, University of Nebraska-LincolnFollow
Jessalyn Bolkema, University of Nebraska-LincolnFollow

Date of this Version

4-2015

Document Type

Letter to the Editor

Citation

DBER Group Discussion on 2015-04-16

Comments

Copyright (c) 2015 Nathan Wakefield, Joe Champion, Doug Dailey, & Jessalyn Bolkema

Abstract

At the University of Nebraska-Lincoln, nearly 1000 students sign up for one of College Algebra, or College Algebra and Trigonometry every fall. Of these students, more than 75% are first time freshman. Finding ways to motivate and encourage these students together with early identification strategy for struggling students is critical to success not just in the math course, but also in a student’s university career. This presentation will discuss the design and outcomes an early intervention mastery activity with the broad goals of helping students recall previously learned mathematics, and identifying students who are at risk for failure, all within two weeks of the start of the semester.