NATIONAL SCIENCE FOUNDATION AWARDS $449,999 to SOLVE PROBLEMS IN MATH INSTRUCTION

FAYETTEVILLE, Ark. - Many students enrolled in lower-level mathematics courses listen to a lecture, read the text, and then go home to spend frustrating hours trying to solve problems they still don’t understand.

An interactive computer-assisted model developed by the Department of Mathematics in Fulbright College to help students succeed in these courses has proven so effective that the National Science Foundation has awarded a grant worth $449,999 over two years. With this funding, faculty will extend the program to a consortium of six colleges and universities in three states, purchase computers, and provide training to nearly 3,000 students in the first year alone.

"This project is unique in addressing critical problems encountered in traditionally taught courses," said William Feldman, chair of the math department. "Only after successfully answering computer questions on concepts in the textbook can students begin solving problems. Then, if the student fails to solve a problem, a computer tutorial explains the solution and asks the student to solve a similar but different problem. Instead of frustration, the student experiences success. The format has significantly improved the performance of students in algebra classes at the U of A," said Feldman.

The department will purchase 120 computers to equip special classrooms for UA students in beginning, intermediate, and college algebra as well as finite mathematics. In addition, the grant will be shared with participating institutions, which include Northwest Arkansas Community College in Rogers, WestArk College in Fort Smith, John Brown University in Siloam Springs, Southwest Missouri State University in Springfield, and Northeastern Oklahoma State University in Tahlequah. These institutions, which have committed extensive matching funds of 50% for equipment, will implement the new model using the methods, texts, and software developed at the U of A.

"Courses taught in this new manner are self-paced, but with deadlines. More time is spent in the classroom on tutoring, less on formal lecturing. Students clearly prefer this method," said Feldman.

Feldman and Wayne Mackey, director of the Mathematics Resource and Tutoring Center, are the co-principal investigators for the NSF grant.