A Preliminary Plan for Developing
Quantitative Reasoning Skills among Vocational Education Students
Submitted by Anne Cavagnaro February 23, 2007
I. Review Vocational Curriculum
Casey Bonavia has reviewed several vocational education programs and identified the mathematics required for success. Her findings indicate some common topics among programs. Specifically, problem solving, unit conversions, using formulas and interpreting graphs or diagrams were skills required for several of the programs reviewed.
Status- mostly complete
II. Create Curriculum to Address Common Required Skill Sets
Problem solving appears to be the most universal and versatile topic to begin addressing the quantitative reasoning needs of vocational education students. A problem solving module including George Polya’s four step problem solving process can be developed. Polya’s process, first published in “How to Solve It” is a powerful and adaptable strategy.
1. Understand the problem – instruction may include using various reading strategies, extracting information, determining what is known and what is to be found, determining what information is extraneous as well as reading and interpreting tables, graphs and diagrams.
2. Devise a plan – instruction may include using applicable formulas, constructing and augmenting diagrams, graphs and tables, working backwards, setting up proportions and making estimates.
3. Carry out the plan – instruction may include using substitution into relevant formulas, unit conversions, interpreting graphs, tables and diagrams, solving elementary equations and proportions.
4. Check results – instruction may include number sense, error analysis and detection as well as strategies to communicate solutions and use results.
Students ideally will practice solving problems in the context of their vocational education program. The applications should be directly relevant to their course of study. This will minimize the challenge of transferring applied math skills to their coursework and the workplace.
Status – to be completed by April 2007
III. Deliver the Curriculum (infused model)
It seems reasonable to bring the necessary mathematics instruction to the vocational classroom. In this way students will be working on problems from their vocational courses. This will require collaboration between the vocational education instructor and a mathematics instructor. Interested vocational instructors will be identified from the Career TOOLS for Excellence committee and invited to attend the Math Across the Curriculum at Community Colleges conference in August 2007.
The math instructor would rotate among two or three vocational courses giving the initial instruction in the problem solving module described above in the context of the vocational course and assist students in applying the process to their course work. Both instructors would work toward strengthening students’ confidence and effectiveness in solving problems.
Students needing more intense skill development in the area of mathematics would be advised to take the appropriate additional math courses. Current offerings include a self-paced, online course Math 250 but developing a hybrid course “Applied Mathematics for the Workplace” geared toward the specific needs of vocational students and work readiness certification would be appropriate.
Status - implement infused instruction Spring 2008
- Applied Math for the Workplace Fall 2008?
IV. Offer Support
After the connection is established between vocational students and the mathematics faculty, students would be invited to the math resource center for additional support. Students could meet with a familiar math instructor there and/or use the services of the instructional aid that is already familiar with their curriculum.
Support and orientation for our current online course Math 250 is offered at the math resource center and would expect assistance in the hybrid course would also be made available in this venue.
Status – learning support at the Math Resource Center is currently available M-F 8:30am-4:00pm