MLCS Pearson March 2014


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MLCS Pearson March 2014

  1. 1. Math Literacy for College Students Kathleen Almy 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. 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.
  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 addressed how we were teaching but not what we were teaching
  6. 6. 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.
  7. 7. Goals Prepare students for non-STEM courses Update content Balance instruction Build college readiness
  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 and non-routine application and connection of skills. A method is not necessarily clear at first glance. Exercises require choosing and applying an algorithm. They develop a student’s ability to perform skills. Skills can be developed through problems but the reverse is not always true.
  16. 16. Exercise Problem Solve: 2x + 7 = 10 Suppose you want to treat your office team to lattes at a local coffee shop. The drinks are $4.25 each, plus you plan to buy a $2 scone for yourself. You also tip the barista 10% and have to pay 8.25% sales tax. How many lattes can you afford if you have $60 to spend?
  17. 17. For which salaries is option A better than option B? A: 5% raise B: 3% raise plus $1000 Can use Excel to solve the problem numerically and graphically. Solve the system: 3x – 2y = -6 x = -4y + 8 Exercise Problem
  18. 18. 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?”
  19. 19. Snapshots
  20. 20. New student experience • Engagement • Connections • Different objectives
  21. 21. Course Overview and Objectives
  22. 22. Course Overview and Objectives
  23. 23. Course Overview and Objectives
  24. 24. Course Overview and Objectives
  25. 25. New student experience • Engagement • Connections • Different objectives (see blog) • Deliberate practice
  26. 26. MyMathLab  Skill homework only on MML  ebook  Videos  Instructor support
  27. 27. To create a MML Math Lit course:
  28. 28. To create a MML Math Lit course:
  29. 29. MML Ready-To-Go Course
  30. 30. Instructor Support Additional support is provided in the Annotated Instructor’s Edition.
  31. 31. Challenges to implementation State policies Campus effects Adjuncts/training
  32. 32. Challenges to the classroom Different expectations Strong knowledge of content
  33. 33. Prealgebra MLCS Intermediate Algebra STEM & non-STEM College Level Math Non-STEM College Level Math (Statistics, Liberal Arts Math) Implementation options: replace beginning algebra
  34. 34. Implementation options: support an emporium Prealgebra Beginning Algebra Intermediate Algebra College Level Math
  35. 35. 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
  36. 36. 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
  37. 37. 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.
  38. 38. Questions
  39. 39. For More Information