Broward College Mathematics Resources

Broward College Mathematics Flowchart

Understanding Your (MAC1105C) Initial Knowledge Check Score – what does it mean?

MAC1105C – Notes for Advisors

1. What is MAC1105C?

2. Who should take MAC1105C?

 3. Advice for students during their MAC1105C semester

  1.  Before the semester starts:
    • Please see “Who should take MAC1105C?” above for guidance on placement.
    • Please consider the difference among the three MAC1105C modalities; F2F, blended and online; and advise students that greater independent initiative is required for blended and online than for F2F. Generally speaking, online is not recommended for students with a history of needing a lot of instructor-student interaction in a math class; blended and online require the student to be highly motivated to read and learn independently using the provided resources.
  2. Required materials:
    • Students in (most) face-to-face sections are required to purchase the course packet from the bookstore. This packet includes the course notes and learning activities. Students in sections that require the course packet should purchase it asap as it will be used in each class meeting.
    • ALEKS (online homework system) is required for all sections of MAC1105C. Through the Barnes & Noble First Day access program, students automatically have access to ALEKS the first day of the semester. Students do not need a course code from their instructor. Students will be billed for ALEKS at a discounted price through the registrar’s office. Students have the option to opt out of First Day, but will lose the discounted price, and will be required to purchase ALEKS on their own.
  3.  Support at beginning of semester:
    • During the first 2 weeks of the semester, the Academic Success Centers on all 3 campuses will offer a 2-day MAC1105C Bootcamp. Bootcamp consists of set pre-requisite topics, consistent across all campuses. Students will be able to sign-up online at any campus. Any student who is concerned about their preparedness, or who scored low on the ALEKS Initial Knowledge Check (IKC – more about the IKC follows) are advised to attend Bootcamp.
    • Within 48 hours of their first class meeting, students must take the ALEKS initial knowledge check (IKC). The IKC is comprised of MAT0022 material. Therefore, we can advise students regarding appropriate placement based on their performance on the IKC. Please see the UNDERSTANDING YOUR INITIAL KNOWLEDGE CHECK SCORE document.
    • Students need to take the IKC honestly because it determines an individualized learning path for the student to help them learn topics prerequisite to MAC1105C. If a student received help on the IKC is not a true measure of their current skill set. If a student did well on the IKC, but did poorly on test 1, it may indicate the student did not take the IKC honestly. In this case, the advisor should ask if the student is receiving help (from another person, from the web, or from over-use of the guided solutions available in ALEKS) on the ALEKS assignments.
    • Students must complete the IKC before they can begin any work in ALEKS. If an instructor reports that the student has not completed the IKC (one of the options in the first progress report sent by MAC1105C instructors), this means that the student has not completed any of the assignments. Therefore, in this case, the student is behind and needs to decide if this is the right class for them.
  4. Support throughout semester:
    • Encourage students to complete all the “Growth Mindset Discussion Activities” in the course, and take advantage of the knowledge and resources provided therein to increase their success in MAC1105C.
    • Students should not wait until the last minute to begin homework assignments or begin studying; they should be working steadily throughout the course. They should take advantage of the test reviews, complete them multiple times, attend tutoring sessions and instructor office hours, and ask lots of questions. Assignments should not be treated as something to check off a list for credit, but as opportunities to study. This can better be facilitated by the student taking the time to write down the instructions for each problem, and describe in words each step they take. If the student can verbally describe what they are doing in a math problem, then they really understand the procedure.

4. Challenges of remote delivery

 5. Support