The effects of a problem-solving program utilizing environmental issues on achievement of Finite Mathematics students

The Department of Mathematics and Statistics at The American University was concerned about the ability of students to demonstrate skills in mathematics and to reason quantitatively at the college level. The department wanted to investigate changes that would help students with limited backgrounds in mathematics meet the minimum mathematics requirements for university competency. This study examined the effects of a program which incorporated environmental issues as a central theme in Finite Mathematics classes. This study involved two sections of Finite Mathematics each semester during the 91-92 academic year. Each semester the control groups followed the outline of material as traditionally presented. The experimental groups covered the same concepts using problems and examples involving environmental issues as a central theme in the presentation. As a result of using environmental issues as a central theme, there was a significant qualitative difference in responses to a questionnaire which demonstrated more interest and verbal interaction on the part of the experimental groups. More students from the experimental groups had positive comments about the structure of the course and expressed a belief that their experiences from the course would be useful later. Also, it was found that more students from the Fall 1991 experimental group enrolled in related courses for the Spring 1992 semester.