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BY:
Ryan Finnell Robert Wagner Clayton Snyder Brittany Brumbelow Ashley Davis Samantha Adams Tyler Wilson Kevin Widuck

In almost every college and university today, part of the core curriculum is general education. General education, or Gen-Ed, are the basic fundamentals that educators believe that every student who attends their school to be proficient in. For this reason, Gen-Ed is a mandatory requirement for graduation. In almost every school in the country, two of the major Gen-Ed requirements are Mathematics credits and English Composition credits. In fact, it would be extremely difficult to find a school that doesnt require all undergraduate students to have some amount of credits in both subjects. The Gen-Ed, however, isnt only limited to colleges and universities. In fact, the majority of middle school and high school education in this country is surrounded around preparing students for general education. There is a very heavy focus especially on the Mathematics and English courses, as most states have standardized testing in these subjects. Even the famous SAT is mainly focused on skills learned from these subjects. Since these classes are required, it lead us to a question and a theory. We believe that if these courses were not mandatory, most students would neglect to ever take them. This idea lead us to ask why. Why are these mandatory classes so wildly unpopular? We believe that these classes and students feelings towards the classes have a lot to do with the teaching styles of the courses. We followed a specific system to help analyze the current curriculum in schools. First, we looked at how Math and English are currently taught. Second, we looked analyzed the pros and cons of the current teaching styles of the subjects. Third, we took student testimonials and our own student experience to explain how we believe each subject should be taught. And finally, we analyzed professional studies and surveys to build what we believe to be the Perfect Math and English class. Ultimately, from our findings, we concluded that both English and Mathematics courses teaching styles should be re-evaluated and reformed to become more efficient and generate more successful students.

There is no right or wrong way to teach math. Some have a preference as to how it should be taught. But as long as the curriculum is being taught, the teacher can teach however they would like. There are many different approaches used to teach a math class. Many of the different ways used to teach math are based off of how high the class is and how hard it is. Obviously, a 2nd grade math will not be taught the same way as a calculus class would be taught. Also, it depends on the teachers teaching style as well. There are many different techniques used to teach math currently. One method used for students to learn math efficiently is to bring technology in to it. It focuses on creative ways to address subjects and teaching methods to the students. Not only does bringing in technology help with the basics with math it also provides ideas that can take the classroom from the basics of learning to read a ruler to more advanced steps like performing the Pythagorean Theorem. More and more students are addressing math as just another step toward graduation. While, if technology is involved they can think of it as more than just pencil and paper math, and more of a class they can relate to. Students these days are not looking at the long term effect math with play in your life. Some of the technology that could be brought to the classroom would include, not only computers, but rulers, protractors, compasses, and many more math tools. (Pinder) Math currently should be changed the way it is taught. Many teachers are teaching for the test, which means they are teaching you just what you need to know for the tests they give and not teaching you to further your education. Even some of the curriculum that is currently taught is extremely outdated and does not help us with our further math education. I believe that the standards for that is taught should be updated every couple years. Teaching students curriculum that is outdated will not help them with their further math careers. Students still may get good grades in the math class, but is it really helping them in the long run. Another way to benefit the current math class would be to make it more relatable to the students. Bringing technology into the math class is a good way to do that. The more a student can relate to the class, the more they will like it, ultimately leading to them doing better in the class. In one of the articles we read, one of the math teachers said that designing a course that will help further a student's math knowledge is the hardest part of their job. (Pinder) The first step that needs to be made to better the way math is currently being taught should be with the teacher. The teacher is the only one who can help change the way math is being taught right now. All teachers would agree that, they want their students to do well and succeed. So therefore, they should have no problem with changing the way math is being taught. Some teachers would argue that why change the curriculum if it has been working for so many years now. But if they changed the curriculum and updated it, maybe even more students would succeed and benefit from it.

Students will never be on the same track to learn the exact same way. All of our minds work differently and sometimes the way a subject is taught might stick with one student but not another. Which is why when teaching a subject a teacher should have multiple ways of explaining it so that everyone gets a full understanding. This definitely applies to English composition. I think all teachers should have to teach the same thing but maybe in more than one way instead of everyone having their own way of teaching the course. You should have to learn the basics of English in elementary and then once you reach high school they should start teaching you how to write in MLA format and how to better your work so that you will be ready for college. I think that creative writing would help also. That way kids can feel free to express how they feel through their writing. When I was learning how to write I always thought that reading an essay someone wrote previously helped a lot. It was a good example of how I should write my essay. The teachers shouldnt focus mainly on spelling or where a coma goes but more about the writing itself and how kids can express themselves. I think most kids today dont like to write because they were taught so many rules growing up instead of just how to put their thoughts on paper. Dont get me wrong the rules matter but they arent the main focus of English. If professors and teachers would back off a little more and give students the ability to be themselves and put their creativity in their work I feel like students would enjoy writing more. There is a time where they need to teach us the rules so that our writing can be up to the college level but what is writing if a student cant put their own twist or ideas on paper without being held back by rules? Teachers need to back off being up in front of the class everyday writing down rules and what not to do and have more one on one contact with students to better their writing because most students dont write the same. Everyone has their own way of writing so no matter how many rules a professor teaches a student no one way of writing is going to be the correct or perfect way. Be yourself and let your words speak your mind on paper.

PROS
Repetition of problems helps students better understand theories. Teachers prepare students for the test.

Information is clearly presented in class.

CONS

For the test teaching prepares kids to pass tests and not retain information Information is presented in only one way which is becoming outdated. Every student learns differently and classes are aimed at only teaching one way. Repetition of a skill that some students do not understand can have the reverse effect and make the student more confused. Classes move too fast, making it difficult for a confused of slower student to understand. Classes are centered on the instructors lecture instead of making them student-centered. (Doabler)

PROS

Emphasizes Grammar Usage, Punctuation, Etc. Repetition Makes Natural Usage of Correct Grammar

Formula Based Revision Teaches How to Spot Mistakes in Writing

CONS

Confusing for Some Students A lot of Writing Can Make Students Not Want to Participate Lack of Interaction Between Student and Instructor Possibility for Teacher Bias

Engineering is one of the most math heavy majors in college. By the time engineering students are seniors they know what works and what doesnt for them as far as teaching goes. They know just how hard math can be if it's taught poorly. For this reason, a survey was done on 605 engineering students on how they thought the way math was taught could be improved based off their own experiences. The survey was done during the spring semester of 2009-2010 (Guner). The participants consisted of 119 female and 486 male (total of 605) senior engineering students (Guner). The three main questions asked in the survey were: 1. What are the engineering students' opinions on and suggestions for the content of the mathematics courses taught in engineering education? 2. What are the engineering students' opinions on the teaching style used in the mathematics courses? 3. What are engineering students' opinions on and advices concerning the faculty teaching the mathematics courses for the engineering departments? After the survey was completed the results were split up into five main themes. The five main themes are: Content of the mathematics courses Teaching style The lecturer Assessment process Physical conditions of classrooms The results and percentages of the survey can be seen on this table. http://global.ebscocontent.com.lib.ezproxy.uakron.edu:2048/embimages/94eeb34b5c2d3e1e9e9977afdc559698/528 9a75e/rdk/cgl/01sep13/511n1.jpg Each main theme has its own sub-themes that go along with them. Teaching Style This is the theme that the students found most important. There are three sub-themes that go along with teaching style. Do more applications and give examples Link topics taught in math to that of the students intended profession

9 Use computer programs for complex calculations and graphic drawings Content

This was the second largest theme. Prepare mathematics courses content in accordance with the departmental needs Lectures stay relevant to the needs of students' future professional lives Decrease the theoretical side of math courses Prepare the content based on students' prior knowledge Course content being the same no matter what professor is teaching

Lecturer The lecturer can be one of the most influential aspects to how good you do in a class. If you have a bad Professor it usually has a negative effect on your grade. Their knowledge Their attitude towards students The lecturers fields of specialization. Assessment Process The number of exams used to determine course grades are too few. Memorizing methods and formulas isnt the best way to measure knowledge Use graded homework to assess would be better than just exams Physical Conditions of the Classroom

This was the least stated theme, but I think it is still an important aspect. Class size (the smaller the better) Class length (not overly long) I think there are some very good ideas in this article to improve the way math is taught. Granted it is the way engineering students think math should be taught to them, but I think most of their points can be transferred into any major. Math is math no matter what youre learning it for.

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Every student has his or her own way of success but how do we measure success and prepare a curriculum that will work with all students? Teachers have focused so much on just teaching the curriculum that they forget to think about their students and what will work best for them. Teachers nowadays are neglecting some of the most important features of teaching English that are important to writing any paper and excelling in the English Composition class. Some teachers are focusing on just getting the requirements done and over with instead of putting a spotlight on grammar and grades. Michael Prince makes notice of these critical aspects of teaching that teachers are failing to execute when he writes, What I wish to emphasize is the way these elements work together in a self-buttressing system that has achieved remarkable dominance and longevity, not only at the college level, but also in high school. There are many steps to writing and grammar is one of the overlooked aspects that is a crucial fundamental component to writing that should be a large focus when grading. No student can excel and write quality papers without incorporating every substantial part of the writing process. Most teachers are encouraged to give examples and sample essays for the students to read, but how effective are they in helping students structure their own papers? Prince explains how readings are not as effective as teachers might be leading on when he writes, Because writing assignments are generally keyed to readings, the effect has also been to water down the content of writing courses. A process pedagogy that doubles the time to complete papers may also halve the number of assigned readings. Over the years teachers have spent a lot of time with readings that students would analyze. If they keep the focus on these readings and not on writing their own works, then the students will end up wasting more time trying to figure out how to properly write a paper on their own which will double the time it takes the student to finish. Because many students are struggling with writing, teachers need to focus on the confidence of their students and help encourage young writers to write more than they might be comfortable with to enhance their abilities with practice. When teaching students how to write their papers, teachers need to realize that every student is different and writes papers at a difference pace. It might be difficult to have deadlines and figure out which ways work best with your class, but there are a few ways that teachers

11 should give leniency to their students. There are the six specific steps that most teachers use as a writing process for their students. These six steps are great and helpful when writing, but just because one way works for one student does not mean that it is going to work for another. Teachers should focus on peer review for almost every paper each student writes. With so much technological advancements, teachers should be incorporating these two aspects of help into the curriculum. Learning from other students can be a huge step for many young writers. By helping each other figure out how to improve their papers, they will be learning more about grammar by proofreading each others papers and uncover great ideas that they havent yet been exposed to.

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INFORMATION AND IDEAS The Mathematics Teachers Transformation Institute, (MTTI) set out to change the way math is being taught in the 2009-2010 Middle School and High School year. Their main goal was to change the norm of mathematics teaching. Instead of using a teacher centered math class where the instructor lectures the lesson and the students study the theory and then try to apply them to problems, their idea was vastly different. The MTTI thought that by making the math class centered on the student and using real world applications, pedagogy understanding of math and the percentage of engaged students would increase (Gningue, Peach, and Schroder). The findings in the MTTI studies helped shape our perfect math course. FIRST ACTION: CHANGING TEACHER COMPREHENSION We want to change the norm of math instruction as well. Instead of having a class based solely off of teacher knowledge and understanding, we want to put all of the focus on the students comprehension and engagement of math. As the MTTI did to middle and high school teachers, we want to take University of Akron instructors and subject them to a series of tests that focus on increasing student understanding and application of the subject. By making the instructors go through a course of their own, they will understand and be able to physically see the differences in the current teaching style and the student based teaching style through pre- and post- tests. PREVIOUS STUDIES RESULTS IN TESTING STUDENTS When the MTTI took teachers and both studied their courses and gave them pre- and post- tests on teaching ability and student knowledge the results were clear. By using the current system of lecture and student self-understanding, test results were much lower than using a system of real world application and student-centered math courses, as seen in the graphs below, all from The Montana Mathematics Enthusiast (Gningue, Peach, and Schroder). Pre and posttest Means for the Louisville Algebra Test (Current System): Possible 50 pts. Current Math System Louisville Algebra Pretest Total/40 Louisville Algebra Posttest Total/40 Mean 25.75 29.81 Std. Deviation 6.309 5.544

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Student Centered Math System MTTI Fundamentals Pretest Total MTTI Fundamentals Posttest Total (Student Centered Teaching): 50 pts.

Mean 36.47 48.00

Std. Deviation 6.567 5.639

Pre and posttest Means for the MTTI Fundamentals Test

What these results meant for the MTTI was that by using a system of student-centered knowledge like what we want to adapt, test scores were significantly better. PREVIOUS STUDIES RESULTS IN STUDENT ENGAGEMENT Next, the MTTI studied student engagement in the classroom when the Student Centered Teaching (SCT) levels were high opposed to when they were low. They found that students engaged in the classroom on a high level almost 20 percent more often when the SCT method is heavily used opposed to when it is barely used. We believe that when students are engaged more often in class, understanding and success is much higher. Level of SCT High Engagement High 62.4% Low 44.7% Mixed Engagement 33.4% 48.7% Low Engagement 4.3% 6.6%

OUR APPLICATION OF THE FINDINGS PUT INTO OUR MATH COURSE After all of the research and being college students ourselves all taking general education math classes we have developed what we believe to be the perfect math course. Instead of having teacher based math course we will adopt the system that is centered on the student. Here is a list of things you can expect to find in the perfect math course. Student Centered Teaching This means that instead of lectures all the time, teachers will stop the class and make sure the students have time to ask questions and fully understand the material being covered. Teachers will also no longer expect students to come in with any knowledge previous to their specific course and will teach as such. Real-World Application This will answer the biggest question that math teachers face today of when the information is relevant. By teaching a theory and explaining where the theory can be implemented in the world, students will better understand the information.

14 Use of Technology Students today are heavily involved in technology so by getting rid of the, chalkboard lectures, and using technology to make general education math fun for the students, they will be more willing to be involved and once again the understanding of the subject will be greater. Heavy Focus on Student Engagement This system will reward students who participate the most in class with participation points. The ideas of this system are based on the idea that more heavily engaged students are more successful. Informed Instructors All instructors will go through a course where they learn the importance of the Student Centered Teaching so they will be more able to help the students learn and apply the information presented in class to the real world.

GOALS OF OUR NEW CLASS THEORY Through our new system of math instruction we hope to have more informed teachers and students. The hope of this new class are that students excel in their respective math courses because it is not only easier to comprehend, but fun. Lastly, we hope that the real world application skills that the students learn through this new system can be applied to all of their classes, making school a successful period in their lives.

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Just like Math and Science, students have to learn the basics before they can proceed to write quality papers and essays. They must have a basic foundation in vocabulary and grammar in order to even have a chance at combining those things into a piece of writing. It seems though, that Composition in itself is almost a mystery to teach. Now a days Teachers, rather than teaching them to write, they seem make the students figure it out on their own. Some teachers, assign ridiculous numbers of papers that they know students wont do well on because they havent been taught properly; assuming that the more they write the better they will get, and while this might be true, it is extremely inefficient for both student and teacher. The teacher still has all of the work to do, such as grading papers; and the students still walk away as if they havent learned much. So in order to make composition classes more efficient, modern teachers need to include in more aspects then just writing. The Perfect Composition class isnt the class that writes the most papers, its the one that writes the best papers. Students and teachers today are mostly only concerned with page length and work count. If Students start writing shorter (to start) and more interesting prompts that students can connect with and be excited about. Some Composition classes might seem like a class with a paid Grader, not a teacher, and just a reason for students to pump out words like factory, which most likely mean very little to them. In reality though the Teachers are the most important part of Composition classes, and those classes who actually have teachers who actively teach, will be the better writers in the end. Its not an easy job though, teachers have trouble teaching composition to this day, and it could probably be considered one of the hardest subjects to teach, considering how many ways there are to teach it and how

16 each student writes differently. One teacher, Lisa Beckelhimer, recalls her first years teaching and the difficulty she had figuring out how to teach Composition, In the early years, I often overwhelmed my students with too many reading assignments, focused too much class time on discussion, and even though writing was supposed to be the focus of my courses I rarely made time for students to write and revise in class (Beckelhimer, 9). Composition has been around for so long now that most people would think that they would know how to teach it by now; but Composition isnt like Math and Science, where it is constant no matter what year it is, Composition styles change throughout the years and it makes it hard for teachers to learn how to teach a new generation. If more studying was done on how students learn how to compose papers and how they learn then we could theoretically create a more efficient way of teaching teachers how to teach. So in conclusion the Perfect Composition Class is a class that has the following aspects: Active Teaching Where the teacher demonstrates certain Topics and how they would approach them. More Interesting and Interactive Topics and Assignments Pick topics students can really get interested and connect with, things students want to write about and will enjoy doing. Less Focus on Quantity, More Focus on Quality. Teachers need to worry more about the quality of the writing and less about the word count or page length. Obviously assignments should still be reasonable length to cover the topic. These are just some of the changes that could be done to improve English Composition classes. It is incalculable how many pages could be written suggesting new and better ways to teach composition because there are so many different was to do it depending on the Class and the Teacher.

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Beckelhimer, Lisa. Oh Captain, My Captain: Inspired Teaching Places Focus on Student Writing. Ohio Journal of English Language Arts 50.2 (2010): 9-14. Web. 25 Nov. 2013 Doabler, Christian T., et al. "Evaluating Three Elementary Mathematics Programs for Presence of Eight Research-Based Instructional Design Principles." Learning Disability Quarterly 35.4 (2012): 200-211. Web. 14 Nov. 2013. Gningue, Serigne M., Roger Peach, and Barbara Schroder. "Developing Effective Mathematics Teaching: Assessing Content and Pedagogical Knowledge, Student-Centered Teaching, and Student Engagement." Montana Mathematics Enthusiast 10.3 (2013): 621-645. Web. 11 Nov. 2013 Guner, Necdet. "Senior Engineering Students' Views on Mathematics Courses in Engineering." College Student Journal 47.3 (2013): 507-515. Web. 11 Nov. 2013. Pinder, Patrice Juliet. "Exploring and Understanding Maryland's Math and Science Teachers' Perspectives on NCLB and Increase Testing: Employing a Phenomenological Inquiry Approach." Education 133.3 (2013): 298-302. Web. 11 Nov. 2013 Prince, Michael B. "A New Beginning in College Writing." Journal of Education 188.3 (2007): 1-27. Web. 23 Nov. 2013