Use of Technology to Improve a Key Activity: Data Sources

• Interview the instructors for each section. We might also want to interview instructors for sections to which these 'experimental sections' might be compared.

• Use faculty who teach courses that require algebra to analyze the assignments and tests of this course

• Train lab assistants who know math to observe students in the lab, and then interview them and summarize their observations

• Survey students

Because the purpose of this Web site is to help you think about studying your own course(s) rather than to actually do an evaluation of the Houston algebra program, we'll conclude by focusing on the draft student survey and illustrating the kinds of questions that might be included.

Draft Student Survey (Proof-Tracking)
Introduction
We need your help. The instructors, the department and the University are all working to make this course even better, this term and in future terms. We have worked with administrators, faculty and students in this class to develop this survey. In this survey, we ask for your description of some of the teaching techniques used in this course -- not all instructors teach alike and to help us interpret what you learn, we need to know more about how you were taught -- and for your description of the ways you personally have learned about functions in this course.

By helping us get a sense of how students learn, you can help make the course better. Your grade will not be affected by this survey, unless you don't turn it in, in which case two points will be subtracted from your score for the term. That's because students, as well as faculty, determine whether a course is poor, or good, or great. You help influence the quality of this course by whether you do homework, by the quality of your discussion, and in other ways, such as by helping us improve the remaining weeks of the course through your feedback on this survey.

Questions about classroom projection of functions and graphs, and resulting discussion

1. How often did the instructor use a computer to project functions and graphs?
   1. Usually several times each time the course met
   2. Usually at least once per class meeting
   3. Several times during the term
   4. Three times or less
   5. I don't remember

2. To what extent do you agree or disagree with the following description of the class this term?

   "When the instructor used the computer to project a function or graph, there was usually there was a lot of discussion. The instructor would ask questions and, based on what students said, the instructor would change something about the function or graph."

   1. Strongly agree
   2. Agree somewhat
   3. No opinion
   4. Disagree somewhat
   5. Strongly disagree

3. Which of the following statements is a good description of the class discussions about the computer projections of functions in the class this term? Check all that apply.
   • The instructor asked questions because he really wanted to know what we thought.
   • The discussions would usually go too fast; often I couldn't follow what was going on.
   • The instructor asked questions but always knew the answers better than we did.
   • The room was too dark
   • Sometimes, because of our discussion of the functions or graph shown on screen, I would suddenly realize something. Those moments were exciting.
   • The instructor would ask us how to change the graph or function and then would do what someone had suggested.
   • Students didn't want to discuss math in our class, not just about what was on the screen, but at any time.
   • The discussions often made me feel good.
   • The discussions often made me feel bad.

4. Whether you liked or disliked the way the instructor used the computer projection of functions and graphs, please tell us what was most important about it to you.

   ___________________________________________________________________

   ___________________________________________________________________

Questions about use of computers for exploratory problem solving

5. How often did you usually use a computer to work on homework or projects for algebra?
   1. More than once a week
   2. About once a week
   3. Sometimes but less than once a week
   4. Never or almost never

How strongly do you agree or disagree with the following descriptions in Questions 6-11 of how you use computers to solve algebra problems involving functions and/or graphs?

1 = strongly agree
3 = neutral
5 = strongly disagree
6 = doesn't apply to me.

6. I solve the problem on paper first and then use the computer to check my answer.

   1

   2

   3

   4

   5

   6

7. I usually don't use the computer to do math homework.

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   2

   3

   4

   5

   6

8. I use the computer to try many different ways of solving the problem.

   1

   2

   3

   4

   5

   6

9. I rely more on the graph than the equation when solving problems.

   1

   2

   3

   4

   5

   6

10. For me, the equation and the graph are equally helpful in solving problems.

    1

    2

    3

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    5

    6

11. It's been hard for me to find a computer to do my homework.

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    2

    3

    4

    5

    6

Questions about the realism and engaging power of problems in assignments and classroom discussion.

How strongly do you agree or disagree with the following descriptions in Questions 12-15 of how you use computers to solve algebra problems involving functions and/or graphs?

1 = strongly agree
3 = neutral
5 = strongly disagree
6 = doesn't apply to me.

12. Math problems in this course didn't relate to things I know about.

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    2

    3

    4

    5

    6

13. If instructor and students didn't have computers in this course, we might have had to skip some of the most interesting math assignments.

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    2

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    5

    6

14. When the coursework involved computers, the math problems and assignments were more likely to be the kinds of problems you see in real life.

    1

    2

    3

    4

    5

    6

15. When we used the computer, I was thinking more about the problems I have with computers than about the math.

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    2

    3

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    5

    6