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Cite This: J. Chem. Educ. XXXX, XXX, XXX−XXX
ConfChem Conference on Mathematics in Undergraduate Chemistry Instruction: Impact of Quick Review of Math Concepts Jayashree S. Ranga* Department of Chemistry and Physics, Salem State University, Salem, Massachusetts 01970, United States
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S Supporting Information *
ABSTRACT: This communication summarizes one of the invited papers to the ConfChem online conference on Mathematics in Undergraduate Chemistry Instruction, held from October 23 to November 27, 2017, and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE). Math proficiency is a vital skill for mastering concepts in general chemistry courses. In this paper, the author discusses simple yet powerful pedagogical intervention implemented in general chemistry courses to assist students with math content. A quick review of math concepts essential for solving chemistry problems was explored. Math reviews included discussions on topics such as rearranging equations and exponents. One major challenge in general chemistry courses is the improper use of calculators. Proper use of parentheses and various function keys on the calculator was presented. Problem solving is an important skill acquired during these courses. Students learned how to read a problem, identify the given content, and then solve the problem. To alleviate stress during the problem-solving sessions, pedagogies such as the pause method were explored. Sample math review content, tips for using a calculator effectively, and problem-solving strategies used in general chemistry courses are presented in this paper. KEYWORDS: First-Year Undergraduate/General, Interdisciplinary/Multidisciplinary, Problem Solving/Decision Making, Student-Centered Learning, Mathematics/Symbolic Mathematics
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I feel like the topic I really got used to using from your class was using (parentheses) more while plugging full equations into our calculators. It made solving problems quicker and more (accurate). The reviews help me understand how to use and solve the equations given to us for the chemistry problems. The problem from case 1 in the full paper (Supporting Information) can be easily calculated using estimates (without a calculator). However, several students preferred to use a calculator to run such calculations.7 Hence, the correct way to plug exponents into the calculator was presented. Stepwise problem solving, referred to as “unpacking of a problem”,8 was illustrated using the “pause method”.6 In the pause method, students pause when they see a number and write the number down, identify known and unknown parameters, map it to a relevant equation, and determine the unknown parameter. Students were assigned simple multiple-choice math based prechapter homework problems related to upcoming chapters on the learning management system. On the basis of prechapter homework results, math review topics were identified. After the math review discussions in class, students were assigned postchapter homework. Figures S1−S4 from the full paper (Supporting Information) demonstrate short-term learning during the class time. Long-term learning was assessed using cumulative final exam problems, and some of the struggling students exhibited good retention of material as shown in Figure S6 (Supporting Information).
ath not only provides a strong foundation for problem solving but also provides intellectual scaffolding for a deeper understanding of chemistry.1,2 Math anxiety is prominent among students who struggle with math during chemistry courses.3 Regardless of whether students are from Massachusetts or Texas, they seem to struggle with some common math topics.4 Some of the math topics discussed in the full paper (Supporting Information), such as exponents and logarithms, align with math questions on which students had low scores during the MUST study4 (Table 1 in ref 4). Literature suggests higher grades in chemistry courses when students demonstrated “adequate” math proficiency.4 Students who are proficient in math report better learning experiences.5 Some students find math to be hard and confusing. According to students, “last time I took a math course was a couple of years ago”, “math is hard”, and “math is conf using at times”. To assist struggling students, short math review sessions were explored during general chemistry courses.
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MATH REVIEWS Math reviews were geared toward reviewing three aspects of math. The first was to revisit math topics such as rearranging equations, handling exponents, and calculating logarithms. The second was to emphasize the correct use of calculators to draw meaningful results from chemistry problems. The third was to train students to solve problems systematically using methods such as the pause method.6 Each of the math review sessions took about 5 min of class time. With this practice, as time progressed, students reported the following: The math review sessions made math concepts less challenging and less scary overall. © XXXX American Chemical Society and Division of Chemical Education, Inc.
Received: February 2, 2018 Revised: May 13, 2018
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DOI: 10.1021/acs.jchemed.8b00070 J. Chem. Educ. XXXX, XXX, XXX−XXX
Journal of Chemical Education
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Report
Notes
DISCUSSION SUMMARY During the conference, there were numerous stimulating discussions related to implementing strategies to assist students struggling with math in chemistry courses. There were discussions related to “regular review of mental and calculator math” and “just-in-time math” to shift student learning from “short-term proficiency” to “long-term competency”. These strategies “assist lagging students and boost student math skills”. Discussions suggested emphasizing “estimates” during problem-solving sessions. Regular “paper-and-pencil calculations” are great methods to practice “estimates”. This endeavor prompts students to use “automated memory” and “freeing up working memory”. Discussions suggested the possible use of “calculator-free sessions” and “calculators with only four functions” during these courses. The author is adapting “calculator time out” sessions to promote calculator-free problem solving. Correct use of a calculator is an important skill for excelling in STEM courses. There are helpful tips discussed in the paper (Supporting Information). In this context, there were discussions on the use of useful functions such as x−1 (inverse) function and strategies to help students with different types of calculators such as TI and graphing calculators. Discussions provided pointers to adapt jargon and content from algebra courses into chemistry courses (Chem-Math),8 such as “PEMDAS (order of operations), laws of exponents and logarithms, approaching exponents with negative numbers, and mechanics of exponents”.
The author declares no competing financial interest.
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ACKNOWLEDGMENTS The author thanks students from general chemistry courses for providing their valuable input through surveys, and promoting an active learning environment in the classrooms. The author acknowledges scholarship support from the Department of Chemistry and Physics and Center for Research and Creative Activities, Salem State University. The author is grateful to conference organizers, reviewers, and conference participants for valuable input and helpful teaching tips.
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CONCLUSIONS Simple strategies such as reviewing relevant math topics, emphasizing the correct use of calculators, and training with stepwise problem solving during math review sessions have assisted struggling students. As discussed in multiple ConfChem papers and discussions, emphasizing and practicing estimates, especially calculator-free calculations, may motivate students to double-check numbers and arrive at meaningful results.9,10 In summary, math assistance in chemistry courses might contribute positively toward student learning in these courses. This report summarizes one of the invited papers to the ConfChem online conference on Mathematics in Undergraduate Chemistry Instruction, held from October 23 to November 27, 2017, and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE).
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REFERENCES
(1) American Chemical Society, Division of Chemical Education, Committee on Computers in Chemical Education. 2017 Fall ConfChem: Mathematics in Undergraduate Chemistry Instruction. https://confchem.ccce.divched.org/2017FallConfChem (accessed May 2018). The Impact of Quick Review of Math Concepts paper and discussions are available at https://confchem.ccce.divched.org/ content/2017fallconfchemp3 (accessed May 2018). (2) Ozsogomonyan, A.; Loftus, D. Predictors of General Chemistry Grades. J. Chem. Educ. 1979, 56 (3), 173. (3) Britten, R. Book Note: Essential Math for Chemistry Students. J. Chem. Educ. 1998, 75 (9), 1098. (4) Petros, A.; Weber, R.; Broadway, S.; Ford, R.; Powell, C.; Hunter, K.; Williamson, V.; Walker, D.; Mamiya, B.; Pilar, J. D.; Shelton, G. R.; Mason, D. MUST-Know Pilot-Math Preparation Study from Texas. https://confchem.ccce.divched.org/content/ 2017fallconfchemp2 (accessed May 2018). (5) Preininger, A. M. Embedded Mathematics in Chemistry: A Case Study of Students’ Attitudes and Mastery. J. Sci. Educ. Technol. 2017, 26, 58−69. (6) Ranga, J. S. Using Color in Lectures To Aid Student Learning. Chemistry Solutions, 2016, 3, Nuts & Bolts. (7) Penn, L. S. EstimationAn Empowering Skill for Students. https://confchem.ccce.divched.org/2017fallconfchemp1 (accessed May 2018). (8) Kilner, C. W. The Chem-Math Project. https://confchem.ccce. divched.org/content/2017fallconfchemp6 (accessed May 2018). (9) Leopold, D. G. Strengthening Math Fluency through CalculatorFree Chemistry. https://confchem.ccce.divched.org/content/ 2017fallconfchemp4 (accessed May 2018). (10) Nelson, E. A. Addressing Math Deficits with Cognitive Science. https://confchem.ccce.divched.org/content/2017fallconfchemp8 (accessed May 2018).
ASSOCIATED CONTENT
S Supporting Information *
The Supporting Information is available on the ACS Publications website at DOI: 10.1021/acs.jchemed.8b00070. Full text including the original paper with associated discussions from the ConfChem Conference (PDF) Performance of struggling students on the final exam problems related to cases 3 and 6 (PDF, DOCX)
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AUTHOR INFORMATION
Corresponding Author
*E-mail:
[email protected]. ORCID
Jayashree S. Ranga: 0000-0002-7352-330X B
DOI: 10.1021/acs.jchemed.8b00070 J. Chem. Educ. XXXX, XXX, XXX−XXX
