This document provides an overview of Math Literacy for College Students (MLCS), an alternative math pathway for developmental education students. MLCS is a one-semester, 3-6 credit course that uses an integrated approach focusing on numeracy, proportional reasoning, algebraic reasoning, and functions to provide students the mathematical maturity needed for college-level statistics, liberal arts math, or intermediate algebra. The document discusses how MLCS differs from the traditional approach through its layered curriculum, emphasis on conceptual understanding over skills, and use of authentic problems and active learning. Data shows students who take MLCS have comparable or better pass rates in subsequent college-level math courses than those who take traditional beginning algebra. The document also provides implementation options for ML

1. Math Literacy
for College
Students
Kathleen Almy
Rock Valley College
Rockford, Illinois

2.  What are pathways?
 Math Literacy course
 Approach to content
 Implementation options
 Data

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.
 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.

4. Math Lit:
A New 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.

5. Traditional
Approach:
Linear
Numbers
Algebra
Functions
Proportions

6. Math Lit
Approach:
Integrated &
Layered
Different
topic ordering
Geometry, statistics,
student success, mathematical success
Numeracy
AlgebraicReasoning
Proportional
Reasoning
Functions

7. Math Lit Curriculum
New Content and a New Approach to Traditional Content
• Many beginning algebra topics
– Operations, expressions, equations, graphing
• Many additional topics to customize course
– Exponential functions, systems, variation, quadratics, non-linear
equations, and more
• Statistical literacy
• Modeling

8. 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.

9. Traditional Algebra vs. MLCS Approach

10. Emphasis on depth,
understanding, and agility
Find the equation of
the line containing
the following points.
x y
1 4
2 7
3 10
4 13
x y
0 1
1 4
2 7
3 10
4 13
m=3
(0, 1)
y = 3x + 1
+1 +3
- 1 - 3

11. Content Effects
New topics and approaches require the
removal of some familiar topics.
Expectations increase.
Development of concepts over time instead of
all at once.
Focus shifts from “what has to be covered?” to
“what has been learned?”

12. It’s not just…
“Can you do it?”
It’s…
“Do you understand it well
enough to use it?”

13. Traditional Lesson Structure
y=mx+b
• Objective(s)
• Theory
• Examples
• Practice
• Application (if time)
• Homework
(Primarily skills)

14. MLCS Lessons: The Power of Context
• Authentic problem in context
• Theory and examples
• Practice
• Connect and apply concepts
• Objective(s) and reflection
• Homework
(Even mix of skills,
concepts, & applications)
Cost = 200 + 1.29n

15. New student
experience
• Engagement & active learning
• Productive struggle
• Connections
• New objectives
• Open-ended problems
• Deliberate practice with
technology

16. Student
engagement
See blog for video

17. 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

18. 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
*Supports other disciplines and state mandates
**Number of sections proportionate to
number of STEM majors

19. 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

20. RVC Outcomes
• Overall Math Lit pass rate: 59% (326/550)
• Results are comparable to other pathways projects
– Quantway 1: 56%
– NMP 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
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. For More
Information
kathleenalmy@gmail.com
http://almydoesmath.blogspot.com
MLCS Starter Kit
• Webinars
• Classroom video
• Implementation information