MLCS ICTCM March 2014

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MLCS ICTCM March 2014

  1. 1. MLCS: A Non-STEM Pathway to College Readiness Kathleen Almy & Heather Foes Rock Valley College
  2. 2.  History  Content  Technology  Course Development
  3. 3. 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.  look forward to college needs instead of backward to high school deficiencies.  emphasize critical thinking and problem solving.  use authentic problems and contextualized learning.
  4. 4. A New Pathways Option In one semester (3 – 6 credits), Mathematical 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.
  5. 5. Why pathways?  Large number of students in developmental math only need statistics or liberal arts math to graduate  Students pass dev math but still not prepared for non-STEM courses  Redesign had not addressed what we were teaching, just how
  6. 6. Goals Update content Balance instruction Build college readiness
  7. 7. History 2009-10 Carnegie Foundation, UT Dana Center, & AMATYC’s New Life create pathways. Different approaches are used regarding algebra and outcome courses. 2011-13 First pilots of pathways courses begin nationally, including RVC. Interest in pathways grows at the national level. 2013-14 Policies change in several states regarding intermediate algebra. Pathways begin to scale.
  8. 8. Built by faculty for faculty Variety of content to address a school’s needs Establishes a culture of active learning Incorporates many contexts including science
  9. 9. Traditional Approach: Linear Numbers Algebra Functions Proportions
  10. 10. Math Lit Approach: Integrated & Layered Different topic ordering Geometry, statistics, student success, mathematical success Numeracy AlgebraicReasoning Proportional Reasoning Functions
  11. 11. Traditional Algebra vs. MLCS Approach
  12. 12. A doctor orders 200 mg of an antibiotic for an infant who weighs 15.4 lb. It should be taken every 8 hours. The medication label shows that 75–150 mg/kg per day is the appropriate dosage range. Determine if the dosage ordered is within the desired range. Traditional Algebra vs. MLCS Approach Convert 10 miles to kilometers.
  13. 13. It’s not just… “Can you do it?” It’s… “Do you understand it well enough to use it?”
  14. 14. The power of context Cost = 200 + 1.29ny=mx+b
  15. 15. Problems vs. Exercises Problems require original approaches. A method is not necessarily clear at first glance. Exercises require choosing and applying an algorithm. Problems involve the non-routine application and connection of skills. Exercises develop students’ ability to perform skills.
  16. 16. Exercise Problem Solve: 2x + 7 = 10 Given only $20, how many buffalo wings can you buy if they are 25 cents each? Assume you will buy a pitcher of soda for $4 and veggies and dips for $2.50. 7.25% tax should be included along with a 20% tip.
  17. 17. For which salaries is option A better than option B? A: 5% raise B: 3% raise plus $1000 Solve the system: 3x – 2y = -6 x = -4y + 8 Exercise Problem
  18. 18. Simplify: You are making brownies and debating between an 8” round pan and an 8” square pan. If you want thick brownies, which should you use and why? Show all calculations with units included. 2 3 5 ( 3 )x y− 2 3 5 ( 3 )x y− Exercise Problem
  19. 19. Calculate… …then determine units Units seem arbitrary and are easily left off. Calculate with units More difficult calculations but units are included and have meaning. 2 4 16 50.3A π π= ⋅ = ≈ 2 2 2 (4 ) 16 50.3A in in inπ π=⋅ = ≈
  20. 20. Content Effects New topics and approaches require the removal of some familiar topics. Difficulty level and expectations increase. Focus shifts from “what has to be covered?” to “what has been learned?” How students learn is as important as what they learn.
  21. 21. New student experience • Engagement • Connections • Different objectives • Deliberate practice
  22. 22. MyMathLab  Skill homework only on MML  ebook  Videos  Instructor support
  23. 23. When is it worth it to buy an e-reader?  Linear equations  Functions  Slope  Algebraic vs. numeric methods # of Books Sony Nook Hardcover (no device) 1 $241.95 $109.00 $24.50 2 $254.90 $119.00 $49.00 3 $267.85 $129.00 $73.50 4 $280.80 $139.00 $98.00 5 $293.75 $149.00 $122.50 6 $306.70 $159.00 $147.00 7 $319.65 $169.00 $171.50 8 $332.60 $179.00 $196.00 9 $345.55 $189.00 $220.50 10 $358.50 $199.00 $245.00 11 $371.45 $209.00 $269.50 12 $384.40 $219.00 $294.00 13 $397.35 $229.00 $318.50 14 $410.30 $239.00 $343.00 15 $423.25 $249.00 $367.50 16 $436.20 $259.00 $392.00 17 $449.15 $269.00 $416.50 18 $462.10 $279.00 $441.00 19 $475.05 $289.00 $465.50 20 $488.00 $299.00 $490.00 21 $500.95 $309.00 $514.50 22 $513.90 $319.00 $539.00 23 $526.85 $329.00 $563.50 24 $539.80 $339.00 $588.00 25 $552.75 $349.00 $612.50
  24. 24.  Linear equations  Functions  Slope  Algebraic vs. numeric methods  Excel When is it worth it to buy an e-reader?
  25. 25.  Linear equations  Functions  Slope  Algebraic vs. numeric methodsCombining these perspectives gives more information than one method alone. When is it worth it to buy an e-reader?
  26. 26. Challenges to implementation State policies Campus effects Adjuncts/training
  27. 27. Challenges to the classroom Different expectations Problems vs. exercises Strong knowledge of content
  28. 28. Prealgebra MLCS Intermediate Algebra STEM & non-STEM College Level Math Non-STEM College Level Math (Statistics, Liberal Arts Math) Implementation options: replace beginning algebra
  29. 29. Implementation options: support an emporium Prealgebra Beginning Algebra Intermediate Algebra College Level Math
  30. 30. Prealgebra MLCS Intermediate Algebra STEM & non-STEM College Level Math Non-STEM College Level Math (Statistics, Liberal Arts Math) Beginning Algebra Implementation options: augment traditional sequence
  31. 31. Implementation Ideas: 4th year high school course Non-STEM College Level Math Algebra 1 Geometry Algebra 2 MLCS Prealgebra Algebra 1Basic Math Prealgebra Algebra 1 Geometry MLCS MLCS
  32. 32. Outcomes Although sample sizes are small… • 60 - 70% pass MLCS • No statistically significant difference in Gen Ed math or Stats based on prerequisite (algebra or MLCS) • MLCS students pass traditional intermediate algebra at a higher rate than beginning algebra students. Longterm tracking will continue for several more years.
  33. 33. Questions
  34. 34. kathleenalmy@gmail.com heather.foes@gmail.com http://almydoesmath.blogspot.com For More Information

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