This document discusses math pathways programs that were developed as alternatives to traditional developmental math sequences. It provides an overview of different pathways options, such as Math Literacy and Statway courses, and how they have grown in popularity over the past 5 years from being used in only some states to nearly all states. The document also shares lessons learned from implementing pathways programs, such as emphasizing both math content and problem-solving skills, providing flexibility for instructors, and ensuring student accountability. Assessment data is presented showing pathways students have pass rates comparable to other programs and are well prepared for subsequent college-level math courses.

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

7. Lessons Learned

8. Experience is simply the name we give
our mistakes.
-Oscar Wilde

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

23. Prealgebra
Math Lit
Intermediate
Algebra
STEM &
non-STEM
College
Level Math
Non-STEM
College
Level Math
(Statistics, Liberal
Arts Math)
Beginning
Algebra
Implementation options:
augment traditional sequence

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

28. kathleenalmy@gmail.com
http://almydoesmath.blogspot.com
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