[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-397573-105":59,"doc-detail-397573-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","general-education-mathematics-action-plan-part-one-results-discussion-reflection","General Education Mathematics Action Plan - Part One: Results Discussion / Reflection","","Action plan for improving student learning in General Education Mathematics through interpretation of assessment findings. Focuses on learning outcomes where performance gaps appear, especially Learning Outcome 2 involving exponential and logarithmic rules, formulas, equations, and connected prerequisite skills, and proposes revisiting and adjusting assessment questions. Reinforces successful approaches for Learning Outcome 3, continued emphasis on modeling and word problems, and addresses instructional factors, placement for transfer students, and remediation readiness by investigating alternative placement tests and co-remediation approaches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/general-education-mathematics-action-plan-part-one-results-discussion-reflection/397573/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/general-education-mathematics-action-plan-part-one-results-discussion-reflection/397573.png","ImageObject",300,407,{"name":92,"@type":93},"asda1da","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-26",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the plan focus on for Learning Outcome 2?","Question",{"text":112,"@type":113},"It targets the difficulty of exponential and logarithmic rules, properties, formulas, equations, and functions, noting limited time coverage and multiple prerequisite skills needed. The unit will revisit the assessment questions to confirm alignment and add items for non-exponential and logarithmic problems.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document describe success on Learning Outcome 3?",{"text":117,"@type":113},"Students performed best on Learning Outcome 3 because instructors spend significant class time on modeling/solving applications and word problems linked to real phenomena in nature and society. The unit will continue using this approach as it is producing success.",{"name":119,"@type":110,"acceptedAnswer":120},"What actions are proposed regarding transfer students and placement?",{"text":121,"@type":113},"The plan explains that transfer students may be less prepared due to delayed math practice or mismatched coursework. It notes that Accuplacer does not place students successfully into Math 1065 and the unit plans to investigate alternative placement tests.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},397573,1792213034,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},3985747861852,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","General Education Assessment  \nMathematics Action Plan  \nPlease interpret the findings and provide a specific action plan that can be implemented to improve or reinforce student learning as a result of the assessment process. The action plan should address the area(s) in need of improvement or reinforcement. The plan does not have tobe limited to general education student learning but could include departmental initiatives designed to improve student success.  \nPart One: Results Discussion / Reflection  \nPlease provide insightful interpretations ofthe results presented in the Findings section, noting any relevant context / background or concerns the unit may have.  \nQuestion 1  \nLearning Outcome 2:  \nThe unit is not surprised that 1065 student performed the worst on learning outcome 2. The questions that assess this learning outcome all involve exponential and logarithmic  \nrules/properties, formulas, equations, and functions. In general, and historically, exponential and logarithmic functions/equations are the most difficult for 1065 students. These  \nfunctions/equations are covered during the last 2-3 class meetings (giving students less time to process and retain all the formulas, techniques to solve these equations, how these techniques are connected, etc). Additionally, in order to answer many of the exponential and logarithmic problems a student must have a strong foundation of exponential rules, factoring, how to solve alinear equation and inequality, how to solve a quadratic equation, how to solve a polynomial equation, and evaluating functions.  \nThe unit will be revisiting the questions used to assess learning outcome 2 to determine if the current questions are appropriate for learning outcome 2 and whether additional questions can be added that cover non-exponential and logarithmic problems.  \nLearning Outcome 3:  \nThe unit is not surprised that 1065 students performed the best on learning outcome 3. During 8 of the 14 Math 1065 class meetings, instructors cover examples of modeling/solving applications that describe various phenomena in nature and society. We spend a significant amount of class time on applications (“word problems”) for several reasons: (1) students are traditionally anxious when presented with a word problem,(2) word problems are generally difficult for students to solve, and (3) word problems connect mathematics to other fields of study (physics, biology, chemistry, economics, etc) as well as the real world.  \nThe unit will continue spending a significant amount of class time on examples of modeling/solving applications that describe various phenomena in nature and society as this approach is producing success with the students.  \nQuestion 2  \nThe unit was happy to see that there is no statistical difference in Math 1065 exam scores between students taught by faculty and students taught by GTAs. Based on feedback from class observations performed by the mentors of GTAs teaching Math, in fall 2015 the unit began requiring GTAs to observe a 1065 class for an entire semester before being assigned to teach Math 1065.  \nThe unit will continue making this requirement of GTAs.  \nQuestion 3  \nThe unit was not surprised that non-transfer students tend to score higher on the Math 1065 exam than transfer students. As ECU does not require transfer students to complete a math course at their transferring institution, we have two types of transfer students: those that completed a math course at their transferring institution and those that did not. For transfer students that did not complete a math course it has been several semesters/years since they have completed a math course. Math is a field of study that requires regular use and/or practice in order to retain it. Therefore, these students are not as prepared for Math 1065 compared to the non-transfer students that completed a math course during their senior year of high school. For transfer students that did complete a math course, it is possible that th","cbCainOaOpmNi33m","https://ap.wps.com/l/cbCainOaOpmNi33m","pdf",104344,"English","# Part One: Results Discussion / Reflection\n## Question 1: Learning Outcome 2\n## Question 1: Learning Outcome 3\n## Question 2: Faculty vs. GTA results\n## Question 3: Transfer vs. non-transfer students\n## Question 4: Remedial vs. non-remedial students\n## Question 5: Instructor differences","[{\"question\":\"What does the plan focus on for Learning Outcome 2?\",\"answer\":\"It targets the difficulty of exponential and logarithmic rules, properties, formulas, equations, and functions, noting limited time coverage and multiple prerequisite skills needed. The unit will revisit the assessment questions to confirm alignment and add items for non-exponential and logarithmic problems.\"},{\"question\":\"How does the document describe success on Learning Outcome 3?\",\"answer\":\"Students performed best on Learning Outcome 3 because instructors spend significant class time on modeling/solving applications and word problems linked to real phenomena in nature and society. The unit will continue using this approach as it is producing success.\"},{\"question\":\"What actions are proposed regarding transfer students and placement?\",\"answer\":\"The plan explains that transfer students may be less prepared due to delayed math practice or mismatched coursework. It notes that Accuplacer does not place students successfully into Math 1065 and the unit plans to investigate alternative placement tests.\"}]","General Education Mathematics Action Plan - Part One: Results Discussion / Reflection | PDF",1790463227]