1. Math Lit & Pathways
5 Years Later
Kathleen Almy
Rock Valley College
2. pathway
noun | path·way | ˈpath-ˌwā, ˈpäth-
Developmental math: a course other than traditional
algebra that is designed to prepare students for
non-STEM college mathematics
3. Math Lit:
A Pathways Option
In one semester and 3 – 6 credits, Math Literacy for
College Students gives a student at the beginning
algebra level the mathematical maturity to be
successful in statistics, liberal arts math, or
intermediate algebra.
4. Developmental
Pathways …
include Math Literacy for College Students,
Quantway, Statway, and the New Mathways
Project.
create alternative routes to or through college-level
math courses, especially non-STEM courses.
support state mandates to change dev ed in a
sensible way.
look forward to college needs instead of backward
to high school deficiencies.
emphasize critical thinking and problem solving
with authentic problems and contextualized
learning.
5. Pathways Nationally
5 years ago
Pockets of use
Intermediate algebra was
the gateway course in
most states
Uniform implementation
Now
Courses being developed or
in use in almost all states
Policy changes
AMATYC’s Intermediate
algebra position statement
States change dev math policy
(e.g., IL, CA, CO, FL)
Course pedagogy is varied
Use of group work varies
All major publishers have
texts
6. Pathways: Ahead of their time
• In 2009, we didn't know dev math landscape was going
to be turned upside down in coming years.
• Pathways are a sound way to accelerate dev ed while
actually doing something different.
• Pathways are cheap unlike emporiums redesigns
• Pathways complement co-reqs
• Pathways for lower students
• Co-reqs for bubble students
9. Content
More algebra topics may be needed for buy-in and/or outcome course
prep
Factoring, quadratic formula, function notation, etc.
Techniques for solving problems should be taught with content
When to use algebra, not just how
A full course prerequisite is not necessarily needed
If you can’t get to everything, the course can still be successful
Lesson learned: Algebra matters but it’s not everything
10. Content
Contextual problems are effective…
Motivating to students which increases engagement
Improves understanding and retention
Prepares students for other courses
Improves reading skills
Desensitizes students to word problems
…when done correctly
Use novel and creative problems
Use problems, not just exercises
Provide background info for new contexts
Spiral content, not contexts
Lesson learned: Context matters
11. Focus Problems
Need multiple problem options as course continues to
be taught
Students need guidance with writing focus problem
solutions
Lesson learned: Students can solve open-ended problems
12. Instruction & Delivery
Pedagogy matters, not just content
Address how to teach as much as what to teach
Students need more than just activities
Worked out examples and additional exposition
Lesson learned: Change enough but not everything
13. Instruction & Delivery
Content is suitable for groups, direct instruction, or both
Provide instructors teaching support but don’t dictate
Instructor guide about general teaching topics
Course can be taught face-to-face, hybrid, or online
Lesson learned: Teachers need flexibility &
students want options
14. Instruction & Delivery
Lesson learned: Support instructors & students
Use a standard section setup
Subheads on section titles
Objectives as instructor notes at beginning of section
Guiding questions for students as they begin a section
15. Group Work
Use groups when students need support for problem
solving
Group quizzes
Focus problems
Problems have to be hard enough for students to work
together
Opening and closing problems have little to no scaffolding
Lesson learned: More than toddler play
16. Group Work
Participation and/or attendance grade
Complete focus problem individually if absent too often
Lesson learned: Students must be held accountable
17. Technology
Use Excel when it makes sense, not just to use it
Use online homework system for skills and more
Lesson learned: Use technology sensibly
18. Assessment & Grading
Lesson learned: Mix old ideas with new ones
Traditional quizzes and tests are helpful and useful
Crazy grading schemes are unnecessary
Back up your philosophy with your grading
Must grade paper homework to get students to do it
19. Pathways: More than lipstick on a pig
• A redesign option that actually works
• Students getting through dev math faster
• Students are better prepared for college-level courses
• Persistence
• Learn how to learn
• Increased student motivation, hope, confidence, and
college readiness
• Data shows their success
20. Rock Valley College Outcomes
• Overall Math Lit pass rate: 59% (326/550)
• Results are comparable to other pathways projects
– Quantway 1: 56%
– New Mathways Project Foundations: 65%
NOTES:
• Data for Math Lit is from F11-F15
• Math Lit in IL is 6 credit hours compared to 4 credit hours nationally
21. One and Done
NOTES:
• Data for Beg. Alg. Is from F09-F15; Data from F11-F15
• No statistically significant differences
• Majority of students complete Math Lit & next course in one year
• Results in CL courses are comparable or better than other pathways projects
• 67% for Quantway>Stats or Gen ed
• 49% for Statway CC students
• 30% for NMP>Stats
Prior Course
Beginning
Algebra
Math Lit
Outcome
Course
Intermediate Algebra 62% (869/1403) 69% (45/65)
Statistics 59% (152/258) 51% (38/75)
Gen ed math 83% (251/301) 84% (119/142)
22. Pathways: Far-reaching effects
• Pathways are an effective option for all dev math
students, not just non-STEM ones
• Can drop beginning algebra altogether
• Pathways can be used as 4th year high school courses
24. Prealgebra Math Lit
Intermediate
Algebra*
STEM &
non-STEM
College
Level
Math
Non-STEM
College
Level Math
(Statistics, Liberal
Arts Math)
Implementation options:
replace beginning algebra
*Number of sections proportionate to
number of STEM majors
25. Implementation Ideas:
4th year high school course
Non-STEM
College
Level Math
Algebra 1 Geometry Algebra 2 Math Lit
Prealgebra Algebra 1Basic Math
Prealgebra Algebra 1 Geometry Math Lit
Math Lit
26. Implementation
Lesson learned: Plan ahead
Advising, advertising, and number of sections matter
Choose teachers who buy in teach the course
Teachers can sabotage it if they don't buy in
Plan for data collection
May need to give in on some traditional topics to get pilots going
Tons of training isn't needed.
Faculty need to understand philosophy and new approach and
be provided support as they work
Must commit to the approach in the course – not just here and
there
27. Final thoughts on pathways
• Impacted other courses
• Re-energized teaching
• See growth in all students no matter their final grade
• Developmental students can do more than one might think