Missing the math mark

At N.C. Central University, there doesn't seem to be a single student who has not failed math or who doesn't know someone who has failed it.

According to figures provided by the department of math and computer science, over the last five years, about 65 percent of students enrolled in math courses required by the general education curriculum either drop out or fail.

The dropout rate in these courses is 25 percent, while the failure rate for students who stick it out is 40 percent.

These statistics apply to algebra and trigonometry, college algebra and trigonometry II, finite mathematics, and pre-calculus.

NCCU's provost and vice chancellor for academic affairs, Kwesi Aggrey, called the situation "sad." Aggrey said math and science education in colleges and universities has been a national problem for quite some time.

The department of math and computer science offers free tutoring in two rooms on the third floor  from 9a.m. to 5p.m. and, like all University departments, requires teachers to have 10 office hours during which, students can get extra help.

But students are not taking advantage of the resources that the math department offers, according to department chair Alade Tokuta.

Tokuta said he gives his students the opportunity to do the Math XL homework as many times as they want until they 100 percent.

"Many students do not take advantage of it," he said.

"It may take one person one hour to understand material and 10 days for another person to understand the same amount of material," said Tokuta.

He said students need one-on-one time with instructors, but they don't take advantage of it.

"I can count on one hand how many students have come to see me personally," said Tokuta.

"If a student doesn't ask questions, I therefore believe that they understand."

But some students, like English senior Jahara Davis, say that math teachers are not always approachable.

"At times, I feel the only reason they offer office hours is because it's mandatory, but they do not want to spend the ample time to assist the students," she said.

One thing is clear:

Students are not graduating from high school with a solid foundation in math.

"It is a problem that students aren't testing into maths higher than 1100," said Tokuta.

"The fact is that students don't study in high school, and the habit follows them to college," he said.

Based on placement tests, 87 percent of NCCU students are required to take math 1000, a remedial course equivalent to middle school math. The course provides elective credit only.

"If someone tests into remedial math, that means they don't know math at all," said Hayk Melikyan, a math professor.

Laura Smith, an associate professor of math, said the problems clearly begin before students arrive at NCCU.

"If students were being taught properly in high school, there wouldn't be so many students in remedial courses," she said.

NCCU math graduate student Kaan Ozmeral, who has taught high school math for six years, said he sees the problems begin early.

"The kids don't really like math," said Ozmeral, who added that too much is taught through the calculator.

"That lack of intimacy detracts from their learning."

Ozmeral said high school kids are punching in basic multiplication problems as simple as eight times four.

But NCCU students are saying that these problems could be solved with more TLC, namely emphasis on hands-on exercises during classes, and less reliance on technology, namely Math XL.

"I heard the teachers here do not try to help the students,"  said mass communication senior Kim Godley, a transfer student from UNC-Greensboro.

"I have decided to take math at a community college because they work with you more and dedicate more time to make sure you will pass."

Math XL is an online computer program that math instructors use for homework assignments, tests, tutoring and anything math-oriented for the class.

"Math XL is being incorporated into our curriculum and taking place of old-fashioned learning, such as a simple pencil, paper, book and calculator," said Davis.

"For 12 years before we came to college, that's all we knew."

Davis described the teacher-student relationship like this: "It feels as if they thought we needed them and they didn't need us, but the need is mutual."

Breana Gaines, a psychology sophomore who passed Math 1100, said she had no problem with Math XL, but agrees that many students could use a more hands-on approach.

"Here it is like you are learning on your own," she said.

Monisha Whitfield, math elementary education junior, said math teachers need to use class time more effectively.

"There are no in-class assignments — meaning that there is very little student- teacher interaction," Whitfield said.

"If teachers would take a different approach by having in-class work, they would be able to understand each student's status."

Another problem students say they face is cultural.

Many of the math professors are foreign-born and have accents that students say are sometimes difficult to understand.

"There was a language barrier, and I couldn't communicate with my teacher," said Joclynn Clyburn, a business marketing junior.

Davis, who dropped math courses twice and got a D once, said she had problems understanding her math instructors at first, but eventually got through it.

"At times, the way that they spoke, I felt as if they thought they were better," she said.

"But my sophomore year, I tried math again and passed two classes with foreign teachers."

Abraham Solomon, a math assistant professor, said math instructors are trying their best.

"The best way to work with a foreign teacher is to go to them for office hours," Solomon said.