So You re Advising a Student to Take Math

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So You’re Advising a Student

to Take Math…

It is our hope that this document will provide advisors and students

with the information they need to be successful in the area of

mathematics on our campus. On the next page you will find a table

of contents that provide the reader with a quick links to math

advisement information. As always, if you have any additional

questions or concerns about math advisement do not hesitate to

contact us.

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Math Advisement Table of Contents

Seven General Advisement Recommendations

for Students Taking Math Courses

Flowchart for Sequence of CCC Math Courses

Suggested Math Courses Listed by Major

Changes in Math Courses Including Course

Numbering

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General Advisement Recommendations

for Students Taking Math Courses

Recommendation #1: Always check math placement test

scores/math faculty placement recommendation

You can access these recommendations through Reflections (Faculty menu, option 8).You do not need to worry about interpreting the math placement test cut-off scores, just check the course that is listed under recommended at the end of the row labeled ACT

NUM/EAL/IAL or the row labeled CPT ARITH/EALG/CLM. In the event that a student took the math placement test more than once, check the testing dates to determine the most recent recommendation.

Example #1: The student has been placed via the placement exam

This student should begin their math sequence at MAT100.

Please contact a math faculty member if you have any questions regarding proper math placement.

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General Advisement Recommendations

for Students Taking Math Courses

Recommendation #1 (continued): Always check math placement test

scores/math faculty placement recommendation via Reflection

NOTE: Students scoring 85 or higher on the math B regents exam or 500 or higher on the SAT math or 20 or above on the ACT math are exempt from taking the math placement exam and should be placed into the appropriate college-level math course by a math faculty member. You can access these recommendations through Reflection (Faculty menu, option 8). Refer to the end of the row labeled GM MATH FACULTY RECOMM.

Example #2: The student has been placed via a math faculty member

This student should begin their math sequence at MAT161, MAT200 or MAT215 depending upon their program of study.

Please contact a math faculty member if you have any questions regarding proper math placement.

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General Advisement Recommendations

for Students Taking Math Courses

Recommendation #2: Start students in the math sequence as early

as possible.

Students who have difficulty with math may want to put off taking a math class for as long as possible. However, these same students are often the ones who need to take one or more basic skills math courses before they are even eligible to take the college-level math courses that are required for their programs. In order to complete their program requirements within a reasonable timeframe, it is important for students to begin the math sequence in their first semester.

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General Advisement Recommendations

for Students Taking Math Courses

Recommendation #3: Schedule a succession of math courses in

consecutive semesters, whenever possible.

Students who need to take a sequence of math courses are generally more successful if they do not take semester (or longer) breaks between courses. An uninterrupted progression of math courses ensures continued practice and application of concepts, leading to greater retention of the material.

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General Advisement Recommendations

for Students Taking Math Courses

Recommendation #4: Be aware of lengthy gaps between math

courses.

It is typical for students to regress when a number of years have been taken off from coursework. Students who have not taken a math course in the last two years should be advised to retake the math placement exam. This will ensure that they will continue their math coursework at a level where they will be successful.

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General Advisement Recommendations

for Students Taking Math Courses

Recommendation #5: For returning or transferring students, please

make sure that the student whom you’re advising has successfully

met the course prerequisites before registering them for the next

level math course.

Refer to the math course flowchart on the next page of this document for the proper

sequence of math courses. You can access the student’s transcript (Reflections, Faculty Menu, Option 2) to ensure that the student has actually completed and passed the

prerequisite course.

Example #3: The student has successfully completed a math course at another college.

This student has transferred in 3 credits equivalent to our MAT101 from HVCC, thus they can take the next sequential math course (see the flowchart for sequencing).

Please contact a math faculty member if you have any questions regarding proper math placement.

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General Advisement Recommendations

for Students Taking Math Courses

Recommendation #6: Try to schedule math classes at times that

play to the students’ strengths.

Some students are more focused in the morning versus the evening. Some students learn and retain more if the class meets four times per week as opposed to two. Ask the students about their preferences. If the students’ and the college’s schedules will allow it, try to register them in sections that will optimize mathematical learning.

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General Advisement Recommendations

for Students Taking Math Courses

Recommendation #7: Be especially prudent when it comes to

registering students for online math courses.

Not only should these students have met the prerequisites but also should have a solid math background (although not a steadfast rule, students enrolling in an online math course should have earned grades of B or better in previous math courses). It is also suggested that a student’s first online course NOT be a math course. In addition to learning the online format, math DL students need to use a graphing calculator, a graph link, and a symbolic editor. This can be overwhelming for a first-time distance-learning student.

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Flowchart for

Sequence of

Math Courses

MAT096 – Arithmetic MAT098 – Prealgebra MAT100 – Introductory Algebra

These three

courses do not

carry math credit.

(3 contact hrs/ 0 credits)

(4 contact hrs/ 4 free-elective credits)

MAT224 – Calculus with Analytic Geometry I

MAT225 – Calculus with Analytic Geometry II

MAT226 – Calculus with Analytic Geometry III

MAT104 – College Algebra with Trigonometry I

(4 contact hrs/ 4 credits) (4 contact hrs/ 4 credits)

MAT105 – Technical Mathematics I

OR

MAT204 – College Algebra with Trigonometry II

(4 contact hrs/ 4 credits) OR

MAT205 – Technical Mathematics II

MAT103 – Finite Mathematics

MAT161 – Elementary Statistics MAT215 – Calculus for Business Students

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What Entry-Level Math Course Should a

Student Take?

A student’s initial placement into the sequence of math courses should be made via the placement exam or the placement recommendation of a math faulty member

For example, if a students placement exam results place them into MAT098, they should start their

sequence of coursework there.

On the other hand, if upon review of a student’s transcript, the math faculty recommendation

indicates proper placement to be MAT161 and/or MAT215, they can begin their math sequence there. (Thus, not having to take an entry-level math course.)

Please note that a student who successfully completes MAT104 or MAT105 can take any second-level math course (MAT161 or MAT215 or MAT204 or MAT205). However, a student who successfully completes MAT103 – Finite Mathematics can only take MAT161 or MAT215.

While a student who successfully completes MAT104 can take MAT205 and visa versa, we strongly recommend a student remain in either the “college algebra with trigonometry” or “technical mathematics”

This course is best suited for students in the following programs:

Industrial Technology PAI

Verizon This course is best suited for

students in the following programs: Math/Science

Forestry

CIS students who wish to transfer to a 4-year computer science program

This course is best suited for students who:

Need to fulfill math credits Will need a math course in preparation for MAT161 or MAT215

MAT105 – Technical Mathematics I MAT104 – College Algebra with Trig. I

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Changes in Math Courses Including

Course Numbering

MAT161 – Elementary Statistics* MAT230 – Elementary Statistics

MAT215 – Calculus for Business Students* MAT233 – Calculus for Business Students

MAT204 – College Algebra with Trig. II* MAT223 – College Algebra with Trig. II

MAT104 – College Algebra with Trig. I* MAT222 – College Algebra with Trig. I

MAT103 – Finite Mathematics* MAT221 – Finite Mathematics

MAT101 – Mathematical Functions* MAT198 – Intermediate Algebra

MAT100 – Introductory Algebra* MAT197 – Intro. To Algebra

MAT100 – Introductory Algebra* MAT099 – College Prep. Math

New Course Number/Name Old Course Number/Name

Over time, a handful of math courses have been renumbered. If you come across such a course on a student transcript, the table below will show you what current catalog course it is equivalent to.

*It is typical for students to regress when a number of years have been taken off from coursework. Students who have not taken a math course in the last two years should be advised to retake the math placement exam. This will ensure that they will continue their math coursework at a level where they will

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Changes in Math Courses Including

Course Numbering

This counts as a college-level math course. This student has demonstrated an ability to take an entry-level math course. It is recommended that this student take the placement exam to determine proper placement.* MAT232 – Introduction to Logic

This counts as a college-level math course. After successful completion of this course a student can continue on to MAT161 or MAT215. It is recommended that this student take the placement exam to determine proper placement.*

MAT220 – Fundamentals of Mathematics

Course Type Old Course Number/Name

Some courses, rather than being renumbered, have been taken out of the college catalog and/or are no longer offered on our campus. Below you will find a list of such courses and where they fit on curriculum and graduation worksheets.

*It is typical for students to regress when a number of years have been taken off from coursework. Students who have not taken a math course in the last two years should be advised to retake the math placement exam. This will ensure that they will continue their math coursework at a level where they will be successful.

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Online Math Courses

The following math courses will be offered online via the SUNY Learning Network (SLN) according the the schedule below. All other math courses will be offered online on an as-needed basis. Please contact our campus Distance Learning Coordinator, Vicky Sloan, for more information on distance learning (DL) at CCC (562-4281 or vicky.sloan@clinton.edu).

MAT103 – Finite Mathematics will be scheduled each fall semester commencing in fall 2008. MAT161 – Elementary Statistics will be scheduled each spring semester.

MAT215 – Calculus for Business Students will be scheduled every other spring semester on even-numbered years (spring 2008, spring 2010, etc.)