Capitol Tech U Doctoral Presentation - April 2024.pptx
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Math Lit & Pathways: 5 yrs later ORMATYC 2016
1. Math Lit & Pathways
5 Years Later
Kathleen Almy
Rock Valley College
2. īŧ Pathways overview & update
īŧ Data (local and national)
īŧ How pathways are used
īŧ Lessons learned
(course & classroom)
3. Developmental
Pathways âĻ
ī§ include Math Literacy for College Students,
Quantway, Statway, and the New Mathways
Project.
ī§ create alternative routes to or through college-level
math courses, especially non-STEM courses.
ī§ look forward to college needs instead of backward
to high school deficiencies.
ī§ emphasize critical thinking and problem solving
with authentic problems and contextualized
learning.
4. Math Lit:
A Pathways Option
In one semester and 3 â 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.
5. Pathways Nationally
5 years ago
ī§ Pockets of use
ī§ Intermediate algebra was
the gateway course in
most states
ī§ Uniform implementation
Now
ī§ Courses being developed or
in use in almost all states
ī§ Policy changes
ī§ AMATYCâs Intermediate
algebra position statement
ī§ States change dev math policy
(e.g., IL, CA, CO, FL)
ī§ Course pedagogy is varied
ī§ Use of group work varies
ī§ All major publishers have
texts
6. Pathways: Ahead of their time
âĸ In 2009, we didn't know dev math landscape was going
to be turned upside down in coming years.
âĸ Pathways are a sound way to accelerate dev ed while
actually doing something different.
âĸ Pathways are cheap unlike emporiums redesigns
âĸ Pathways complement co-reqs
âĸ Pathways for lower students
âĸ Co-reqs for bubble students
7. Pathways: More than lipstick on a pig
âĸ A redesign option that actually works
âĸ Students getting through dev math faster
âĸ Students are better prepared for college-level courses
âĸ Persistence
âĸ Learn how to learn
âĸ Increased student motivation, hope, confidence, and
college readiness
âĸ Data shows their success
8. Rock Valley College Outcomes
âĸ Overall Math Lit pass rate: 59% (326/550)
âĸ Results are comparable to other pathways projects
â Quantway 1: 56%
â New Mathways Project Foundations: 65%
NOTES:
âĸ Data for Math Lit is from F11-F15
âĸ Math Lit in IL is 6 credit hours compared to 4 credit hours nationally
9. One and Done
NOTES:
âĸ Data for Beg. Alg. Is from F09-F15; Data from F11-F15
âĸ No statistically significant differences
âĸ Majority of students complete Math Lit & next course in one year
âĸ Results in CL courses are comparable or better than other pathways projects
âĸ 67% for Quantway>Stats or Gen ed
âĸ 49% for Statway CC students
âĸ 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)
10. Pathways: Far-reaching effects
âĸ Pathways are an effective option for all dev math
students, not just non-STEM ones
âĸ Can drop beginning algebra altogether
âĸ Pathways can be used as 4th year high school courses
12. 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
13. 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
16. Content
ī§ More algebra topics may be needed for buy-in and/or outcome course
prep
ī§ Factoring, quadratic formula, function notation, etc.
ī§ Techniques for solving problems should be taught with content
ī§ When to use algebra, not just how
ī§ A full course prerequisite is not necessarily needed
ī§ If you canât get to everything, the course can still be successful
Lesson learned: Algebra matters but itâs not everything
17. Content
ī§ Contextual problems are effectiveâĻ
ī§ Motivating to students which increases engagement
ī§ Improves understanding and retention
ī§ Prepares students for other courses
ī§ Improves reading skills
ī§ Desensitizes students to word problems
ī§ âĻwhen done correctly
ī§ Use novel and creative problems
ī§ Use problems, not just exercises
ī§ Provide background info for new contexts
ī§ Spiral content, not contexts
Lesson learned: Context matters
18. Focus Problems
ī§Need multiple problem options as course continues to
be taught
ī§Students need guidance with writing focus problem
solutions
Lesson learned: Students can solve open-ended problems
19. Instruction & Delivery
ī§Pedagogy matters, not just content
ī§ Address how to teach as much as what to teach
ī§Students need more than just activities
ī§ Worked out examples and additional exposition
Lesson learned: Change enough but not everything
20. Instruction & Delivery
ī§Content is suitable for groups, direct instruction, or both
ī§Provide instructors teaching support but donât dictate
ī§ Instructor guide about general teaching topics
ī§Course can be taught face-to-face, hybrid, or online
Lesson learned: Teachers need flexibility &
students want options
21. Group Work
ī§Use groups when students need support for problem
solving
ī§ Group quizzes
ī§ Focus problems
ī§Problems have to be hard enough for students to work
together
ī§ Opening and closing problems have little to no scaffolding
Lesson learned: More than toddler play
22. Group Work
ī§Participation and/or attendance grade
ī§Complete focus problem individually if absent too often
Lesson learned: Students must be held accountable
23. Technology
ī§Use Excel when it makes sense, not just to use it
ī§Use online homework system for skills and more
Lesson learned: Use technology sensibly
24. Assessment & Grading
Lesson learned: Mix old ideas with new ones
ī§Traditional quizzes and tests are helpful and useful
ī§Unusual grading schemes are unnecessary
ī§Back up your philosophy with your grading
ī§Must grade paper homework to get students to do it
25. Implementation
Lesson learned: Plan ahead
ī§ Advising, advertising, and number of sections matter
ī§ Choose teachers who buy in teach the course
ī§ Teachers can sabotage it if they don't buy in
ī§ Plan for data collection
ī§ May need to give in on some traditional topics to get pilots going
ī§ Tons of training isn't needed.
ī§ Faculty need to understand philosophy and new approach and
be provided support as they work
ī§ Must commit to the approach in the course â not just here and
there
26. Final thoughts on pathways
âĸ Impacted other courses
âĸ Re-energized teaching
âĸ See growth in all students no matter their final grade
âĸ Developmental students can do more than one might think