NROC Math - New Resources for New Approaches
A closer look at early pilot experiences
Annie Swinton, Open High School of Utah
Mary Kasprzyk, Bay Port High School (WI)
Jan Case, Jacksonville State University (AL)
Algebra 1: An Open Course
The OHSU Experience
OHSU Mission
Our mission is to facilitate lifelong
success by meeting the needs of the
21st century learner through
individualized, student-centered
instruction, innovative technology,
service learning, and personal
responsibility.
OHSU Algebra 1 Students
• Live all around Utah
• Any Utah resident – even if
they live outside the state
• New and repeating
students
• Homeschool background
• Statewide Public Education
Online Program (SPEOP)
Classroom Setting
• Virtual classroom
• Communication via email, phone, and text,
voice, and video chat.
Course Objectives
• Project-based learning
• Provides opportunities that more nearly
align with the Common Core Standards
• Help OHSU make a transition from
traditional Algebra 1 to Math 1 in the
Common Core
Primary vs. Supplementary
• Primary use, with supplementary materials
added as needed
• Easy to set up and adjust to match format
of OHSU courses
– Divided into quarters, then weeks
– Self-paced with deadlines – 2 weeks to
complete, 1 week to work and 1 week grace
period
– Students must complete by the end of
the quarter
Primary vs. Supplementary
• Added supplemental materials
– Khan Academy Practice
– Additional screencasts
– Supplementary practice material
– Review assignments before Unit quizzes
Teacher Feedback
• Benefits
– Project-based learning
– SCORM activities
– Topic text
– Tutor Sim / Puzzles
– Easy to tailor to individual needs
• Limitations
– Need for supplementary material
– Need for additional free-response
Student Feedback
• Benefits
– Easy to navigate
– Self-paces
– Topic text helps to clear up confusion
– Good Presentation videos
– Amount of work is not overwhelming
– Ability to review previous lessons
• Limitations
– More worked examples
Future Plans
• Moving to Common Core next year.
• Rework the course into Math 1 in the
Common Core.
Summing Up Our Experience
• Easy for teacher implementation
• Students and parents like it
• Many parents have reported that their
students are finding success in math for
the first time
• Help us make a smooth transition to Math
1
www.openhighschool.org
ALGEBRA ONLINE
A blended learning environment
using NROC’s
Algebra 1 – An Open Course
Mary Kasprzyk
Bay Port High School
Green Bay, WI
NROC – Bay Port Connection
 Fall
2010 Charter School Conference
 January 2011 initiated pilot with 2 existing
sections; 1 Algebra 1A and 1 Foundations
 2011-2012 School year student’s
selected course
Course Description

ALGEBRA ONLINE
 Prerequisite: None
 Grades 9, 10, 11, 12
 Year/1 credit
This Algebra 1 course will be offered online in a
classroom setting with the assistance of a teacher
everyday.
Students work at their own pace to learn the concepts
and use study guides along with paper and pencil tests
to monitor progress and understanding.
It is important to understand that learning online can be
challenging, but rewarding. You should be motivated to
learn, willing to ask questions and be a self-starter.
2011 – 2012 Algebra Online
2
sections, primarily
freshman
 45 minute class periods,
M – Fr
 Written study guides to
supplement learning
 Paper and pencil tests to
check for understanding
 80% benchmark to progress
to next unit
Customization
 Wiki
 Pacing
Guide
 Daily Progress Exit Form
 Study Guides/Spiral Reviews
 Additional lessons to integrate with CPM
curriculum
NROC Course
 Well
designed.
 Projects are great.

Tutor Sim’s help
students apply
mathematics.
Observations
 Almost
all students
being successful.


Student Satisfaction
very high. They want
more courses!
Biggest challenge
is pacing.
New Resources for New Approaches
Panel Discussion on NROC Math
Jan Case, Professor of Mathematics
Our Experience
• Joined the NROC pilot program for
universities in July 2011
• Small scale introduction of integrated
media resources in August 2011
– Graduate teaching assistant
– The “if you build it they will come” strategy
– The “helpful encouragement” strategy
Jessica Bentley
It is like a personal tutor with
opportunities for immediate feedback,
which is hard to accomplish in a
classroom setting of 25-30 students!
My students who participate seem to
really appreciate the extra help and
benefit from time spent on the site.
Did they take the bait?
Did not use
NROC
Used
NROC
Mean
number of
views
Mean
Number of
attempts
31
8
2.8
1.9
Test 3
30
11
3.4
2.6
Test 4
37
4
2.0
2.0
Test 2
(two missed test)
Final Tally of Users
• 41 students were initially enrolled in two
developmental mathematics courses at
a local junior college that is a primary
feeder to our student body.
• 12 of the 41 (29.3%) used NROC at
some point in the semester
Starting Point:
Did only the smart students try NROC?
Compass Average
• The difference in mean
Compass scores is not
significant for any test.
• The test means for NROC
users are significantly higher
for Test 2 ( p = 0.0055), Test 4
(p = 0.0335), and the Final
Exam (p = 0.0355).
• The mean score for Test 3 is
higher, but not significantly
higher (p = 0.187)
Test Average
Used
NROC
Did not
use
NROC
Used
NROC
Did not
use
NROC
Test 2
29.75
33.13
75.78
49.59
Test 3
32.00
32.59
48.5
35.03
Test 4
28.25
32.91
74.90
28.51
Final
Exam
31.36
32.86
47.7
22.00
How much did NROC help?
(11.04 points)
Fitted Line Plot
Test 2 Score = 50.76 + 11.04 Test 2 attempts
120
S
R-Sq
R-Sq(adj)
Test 2 Score
100
33.7392
10.8%
8.5%
80
60
40
20
0
0
1
2
3
Test 2 attempts
4
5
Correlations: Test 2 attempts, Test 2 Score
Pearson correlation of Test 2 attempts and Test 2 Score = 0.328
P-Value = 0.036
How much did NROC help?
(8.418 points)
Fitted Line Plot
Test 3 Score = 32.70 + 8.418 Test 3 attempts
120
S
R-Sq
R-Sq(adj)
Test 3 Score
100
38.5964
16.5%
14.4%
80
60
40
20
0
0
1
2
3
4
5
6
Test 3 attempts
7
8
9
Correlations: Test 3 attempts, Test 3 Score
Pearson correlation of Test 3 attempts and Test 3 Score = 0.407
P-Value = 0.008
How much did NROC help?
(22.85 points)
Fitted Line Plot
Test 4 Score = 28.58 + 22.85 Test 4 attempts
100
S
R-Sq
R-Sq(adj)
35.7246
14.7%
12.5%
Test 4 Score
80
60
40
20
0
0.0
0.5
1.0
1.5
2.0
Test 4 attempts
2.5
3.0
Correlations: Test 4 attempts, Test 4 Score
Pearson correlation of Test 4 attempts and Test 4 Score = 0.384
P-Value = 0.013
First Conclusions
• Even with helpful resources that are easy to
use, students need a structured format to
assist them in making use of the benefits.
• The appeal of integrated media resources is
independent of initial mathematical aptitude.
• There is a measurable positive relationship
among uses of integrated media resources
and test scores.
Spring 2012
• NROC is being used again at the community college.
(minimal structure)
• NROC is being used in entry level mathematics
courses in the mathematics department.
(medium structure)
• NROC is being used by our university’s Learning
Services department for developmental mathematics
courses.
(highly structured)
Tasha Medellin
The video presentations are
excellent! They are great for
students to view at home, and
they're also very interesting to
show in class to make a
traditional lecture more fun.
Scott Beckett
I have totally integrated the NROC videos
into my basic algebra skills class, "flipping"
the classroom. The students use most of
the class time to work practice problems
from their textbook or from worksheets that
I prepare. I have not used the practice
problems on the NROC site, because we
are trying to be sensitive to students who
may not be able to afford a computer. I
know they have time to watch the videos in
the library; I'm not so sure they would have
time to work the problems.
Next Steps…
• At the conclusion of this semester, we will
again examine the relationship of NROC
lesson attempts and test scores.
• In addition, we will examine the impact of the
three different structure levels.
• We are also administering a test to measure
motivation in hopes of creating a profile of the
type of student who seeks out web based
resources.
Thank you!
Jan Case
Department of Mathematical, Computing, and Information Sciences
Thanks Annie, Mary
& Jan!
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