The document outlines AMATYC's commitment to improving mathematics education in the first two years of college, detailing key frameworks such as proficiency, ownership, engagement, and student success. It emphasizes the importance of collaboration among faculty, departments, institutions, and policymakers to enhance mathematical learning outcomes for students, particularly in two-year colleges. Additionally, it calls for research initiatives and community involvement to drive the evolution of mathematics standards and teaching practices.

2. AMATYC’s Signature Documents
1995 CROSSROADS IN MATHEMATICS
Standards for Introductory College Mathematics Before Calculus
2007 BEYOND CROSSROADS
Implementing Mathematics Standards in the First Two Years of College
2017 Guide IMPACT:
Improving Mathematical PROWESS and College Teaching
Affirms the previous standards with current research

3. VISION of IMPACT
“To improve mathematics education by presenting clear
guidance on how to impact the mathematical prowess of
students. This guidance is intended to inspire faculty,
departments, institutions, and policymakers to examine, assess,
and take action to improve every component of mathematics
education in the first two years of college. AMATYC and its
membership will engage in this renewed vision to positively
impact undergraduate mathematics education.”

4. Where do I find the IMPACT document?
amatyc.org/IMPACTFinalDraft

5. Contents of IMPACT
Preface:
Enacting a Renewed Vision for Mathematics in the First Two Years of College
Chapter 1: Making an IMPACT
Generating the Ripple Effect
Chapter 2: Who Are We?
Finding Our Voice

6. Chapter 3: Proficiency
Developing Student’s Mathematical Knowledge
Chapter 4: Ownership
Taking Responsibility and Showing Initiative
Chapter 5: Engagement
Developing Intellectual Curiosity and Motivation in Learning Mathematics
Contents of IMPACT (Cont’d.)

7. Chapter 6: Student Success
Stimulating Student Achievement in Mathematics
Chapter 7: Stakeholders
Working Together to Accomplish Change
Chapter 8: Implications for Research
Moving the Research Agenda Forward in Mathematics in the First Two Years of College
Chapter 9: IMPACTing the Future
Answering the Call
Contents of IMPACT (Cont’d.)

8. Who are we?
Chapter 2
Our students are changing!
What percent do you think replaces the ???
In the fall of 2015 in the United States, ???% of the 17 million
undergraduates were enrolled in two-year institution.
Between 2015 and 2026, undergraduate enrollment is projected
to increase by ???%, while enrollment at four-year institutions is
likely to increase by ???% (National Center for Educational
Statistics [NCES], 2017).

9. Who are we?
Our students are changing!
In the fall of 2015 in the United States, 38% of the 17
million undergraduates were enrolled in two-year
institution.
Between 2015 and 2026, undergraduate enrollment is
projected to increase by 21%, while enrollment at four-year
institutions is likely to increase by 9% (NCES, 2017).
There is no “typical” student!

10. Who are we?
Faculty demographics
What percent do you think replaces the ???
In 2013, ???% of all higher education faculty taught at community
colleges; one fifth of this number worked full-time at a public community
college. Part-time faculty represented ???% of all higher education faculty
and they represented ???% of community college faculty (NCES, 2015).
Community College mathematics faculty are ???% female; ???% are Black,
???% are Hispanic , ???% are Asian. (NCES, 2014)

11. Who are we?
Faculty demographics
In 2013, 24% of all higher education faculty taught at community colleges;
one fifth of this number worked full-time at a public community college.
Part-time faculty represented 37% of all higher education faculty and they
represented 70% of community college faculty (NCES, 2015).
Community College mathematics faculty are 54.8% female; 8.6% are Black
(compared with 5.2% for four-year colleges and universities), 5.5% are
Hispanic (vs 3.9%), 3.5% are Asian (vs 8.0%). (NCES, 2014)

12. Who are we?
The makeup of the mathematics teaching faculty at two-year
colleges are different from that of the Universities:
●Racial and gender makeup are different.
●Faculty have a mixture of master’s and doctoral degrees.
●Many faculty at the two-year colleges have had prior industry
experience.

13. The Four Pillars of PROWESS
Chapters 3, 4, 5, and 6
PRoficiency
OWnership
Engagement
Student Success

14. PROFICIENCY
Chapter 3
Developing Students’ Mathematical Knowledge
“Time spent leads to experience, experience leads to
proficiency, and the more proficient you are
the more valuable you will be.”
~Malcolm Gladwell (2008)

15. REFLECTION on proficiency:
At a minimum, proficiency in my classroom
should mean ...
STOP AND REFLECT

16. PROFICIENCY
Overview
To be mathematically proficient, students need to:
● know mathematics procedures and execute core
computations fluently
● view mathematics as relevant to their daily lives
● demonstrate mathematical understanding
● utilize the structure in the mathematics; and
demonstrate mathematical understanding

17. PROFICIENCY (Cont’d.)
To be mathematically proficient, students need to:
● utilize the structure in mathematics to solve
problems
● apply mathematics to everyday situations
● and communicate mathematically.
Adopting routes to provide students and institutions for
options for instilling mathematical proficiency.

18. The five interdependent strands essential
to successful learning of mathematics:
● conceptual understanding
● procedural fluency
● strategic competence
● adaptive reasoning
● productive disposition (National
Research Council [NRC], 2001)

19. REFLECTION on proficiency:
At a minimum, proficiency in my classroom
should mean ...
STOP AND CHAT
Turn to the person nearest you and discuss
the following thought: (3 minutes)

20. OWNERSHIP
Chapter 4
Taking Responsibility and Showing Initiative
“You cannot teach a man anything; you can only
help him to find it within himself.”
~Galileo Galilei

21. Definition of Ownership
❖ Discovery
❖ Responsibility
❖ Continued Learning
The act or state of possessing something
which involves the following 3 components:

22. Who Needs Ownership?
❖ Students need to be empowered to take ownership of their
learning by promoting self-regulated learning
❖ Faculty develop ownership by being reflective practitioners
who examine curriculum and teaching practices to identify
areas that need improvement
❖ Departments and institutions need to support faculty by
providing faculty development to enhance their teaching.

23. REFLECTION on Ownership:
In my classroom I develop student ownership of
their own learning by ...
STOP AND CHAT
Turn to the person nearest you and discuss
the following thought: (3 minutes)

24. ENGAGEMENT
Chapter 5
Developing Intellectual Curiosity and Motivation
in Learning Mathematics
“The students who are most engaged are the ones who think they matter to
the teacher… When students feel like they have a voice at school,
they are 7 times more academically motivated.”
~Quaglia, 2016, p. 6

25. Engaging Students In and Out of the
Classroom
Robust learning environments have 3 components:
●Learner-centered
●Knowledge-centered
●Reflective learning (Bishop, Carson, & King,
2014)

26. ENGAGEMENT
Engaging students intellectually in the process of learning
mathematics through active and cognitive activities is
fundamental for improving student achievement in the first two
years of collegiate mathematics.
Engaging faculty in the pursuit of excellence in teaching through
innovative best practices results in an invigorated commitment
to teaching and innovation, which benefits students, the
department, the college, and society as a whole.

27. Engaging Faculty in the Pursuit of
Excellence
Engaging faculty to pursue excellence requires that
departments and institutions build an environment that:
● supports collegiality
● provides professional growth
● fosters self evaluation and growth

28. REFLECTION on Engagement:
In my classroom I encourage student
engagement in learning by ...
STOP AND CHAT
Turn to the person nearest you and discuss
the following thought: (3 minutes)

29. STUDENT SUCCESS
Chapter 6
Stimulating Student Achievement in Mathematics
“Action is the fundamental key to success.”
~Pablo Picasso

30. Definition of Student Success
The fulfillment of a student’s academic or professional
goals or outcomes.

31. Indicators of Student Success
● Student Persistence
● Educational Attainment
● Academic Achievement or Successful Course
Completion and Success in Subsequent Courses
● Holistic Development

32. Achieving Student Success
Student Success requires the entire college community to:
● work together to advise and place students into
appropriate coursework
● create a positive learning environment
● utilize a collaborative spirit that unites college leadership,
faculty, staff, and policy makers to produce and sustain a
learning environment that promotes student achievement.

33. Enhancing student success by design
● Initial Assessment and Placement – multiple measures
● Advising Students – multiple options
● Learning Environment
○ inside the classroom
○ outside the classroom
○ online and blended

34. Institutional Responsibility for
Enhancing Student Success
● Hiring Qualified Faculty and Staff
● Promote Professional Development
● Institution Responsibility for Creating Learning
Support Environments
● Linking Developmental Math with Student Success

35. REFLECTION on STUDENT SUCCESS:
My department contributes to the success of
students, as defined by IMPACT, by ...
STOP AND CHAT
Turn to the person nearest you and discuss the
following thought: (3 minutes)

36. STAKEHOLDERS
Chapter 7
Working Together to Accomplish Change
People are always looking for the single magic bullet
that will totally change everything.
There is no single magic bullet.
~ Temple Grandin (Autism Research Institute, 1996, para. 26)

37. STAKEHOLDERS
Examples of student-centered, policy-enabled,
administratively-supported, culturally reinforced, and
educator-driven successful initiatives are provided in
AMATYC IMPACT.
These examples show that increasing student success is
possible through the collaboration of stakeholders.

38. STAKEHOLDERS
Examples
Some of these examples demonstrate how changes in
mathematics instruction at the state, system, and
institutional level can impact students positively. Other
initiatives illustrate how degree-oriented mathematics
pathways, new state policy, and equity mentoring can
promote increased student success.

39. IMPLICATIONS FOR RESEARCH
chapter 8
Moving the Research Agenda Forward in Mathematics
in the First Two Years of College
“Research is to see what everybody else has seen,
and to think what nobody else has thought.”
~Albert Szent-Gyorgyi (1957, p. 56)

40. IMPLICATIONS FOR RESEARCH
Research in mathematics education at the two-year
college is emerging as a vital field of inquiry for
understanding the complexities of teaching and learning
mathematics at this level. The two-year college setting is
a fertile environment for research and faculty are
encouraged to engage in research investigations that
meet the needs of both students and faculty.

41. IMPLICATIONS FOR RESEARCH
The purpose of this chapter is to provide educators with
ideas of things that could be researched at the
community college level.
This chapter is intended to be one that could be
referenced when researchers are designing research
projects, seeking grant funding, etc.

42. STANDARDS COMMITTEE
A new AMATYC committee, Mathematics Standards in the First Two
Years of College, has been created to carry on the work of the
standards and is led by chair, Julie Phelps and digital coordinator, Evan
Evans.
To begin making an impact, read the document and apply it to your
own role in mathematics education. We would like representation
from each affiliate on AMATYC’s Standards Committee. Membership
in the committee is open to all AMATYC members.

43. STANDARDS COMMITTEE
To join:
● Go to http://amatyc.org and Sign-in.
● Click on the Groups tab, the last tab on the left side of the
page.
● Select AMATYC Committees followed by Mathematics
Standards (IMPACT).
● By joining the committee you will be part of creating digital
products for IMPACT Live!, the online component of
IMPACT, and promoting AMATYC’s standards.

44. Content of IMPACT Live!
❖Best Practices – Multiple Categories
❖Research – Links and Collaboration
❖Blogs – Links and ‘Guest’
❖Links - Organizations and Resources
The standards guide IMPACT will be supplemented by a living
document on the internet. The current plan is for IMPACT
Live! to contain:

45. IMPACT Live!
Have a suggestion for IMPACT Live? A great teaching
idea? A student you want to showcase? A question for
the group? Submit it at the website:
http://amatyc.org/impactlive

46. REFLECTION on AMATYC STANDARDS
I can have an IMPACT on my students,
colleagues, department / institution by ...
STOP AND CHAT
Turn to the person nearest you and discuss the
following thought: (3 minutes)

47. WANT TO KNOW MORE?
Contact the standards committee chair:
Julie Phelps, jphelps@valenciacollege.edu
Contact standards digital products coordinator:
Evan Evans, eevans@frederick.edu

49. REFERENCES
Bishop, C. F., Caston, M. I., & King, C.A. (2014). Learner-centered environments. Creating
strategies based on student attitudes and faculty reflection. Journal of
the Scholarship of Teaching and Learning, 14(3), 46-63.
National Center for Educational Statistics. (2014). Table 314.40. Employees in degree-granting
postsecondary institutions, by race/ethnicity, sex, employment status, control and level of
institution, and primary occupation: Fall 2013. Digest of educational statistics: 2014.
Retrieved from https://nces.ed.gov/programs/digest/d14/tables/dt14_314.40.asp
National Center for Educational Statistics. (2015). Table 314.30. Employees in degree-granting
postsecondary institutions, by employment status, sex, control, and level of institution, and
primary occupation: Fall 2013. Digest of educational statistics: 2015. Retrieved from
https://nces.ed.gov/programs/digest/d15/tables/dt15_314.30.asp?referrer=report

50. REFERENCES (Cont’d.)
National Center for Educational Statistics. (2017). The condition of education. Retrieved from
https://nces.ed.gov/pubs2017/2017144.pdf
National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J.
Swafford, & B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division
of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press
Quaglia (2016). School Voice Report. Retrieved from
http://quagliainstitute.org/qisva/library/view.do?id=844