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MLCS Pearson March 2014
- 1. Math Literacy for College Students KathleenAlmy Rock Valley College
- 2. History Content Technology Course Development
- 3. Developmental Pathways … includeMath 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. History 2009-10 Carnegie Foundation, UTDana 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. Why pathways? Largenumber 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. A New PathwaysOption 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. Goals Prepare students for non-STEMcourses Update content Balance instruction Build college readiness
- 8. Built by facultyfor faculty Variety of content to address a school’s needs Establishes a culture of active learning Incorporates many contexts including science
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- 10. Math Lit Approach: Integrated & Layered Different topicordering Geometry, statistics, student success, mathematical success Numeracy AlgebraicReasoning Proportional Reasoning Functions
- 11. Traditional Algebra vs.MLCS Approach
- 12. A doctor orders200 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. It’s not just… “Canyou do it?” It’s… “Do you understand it well enough to use it?”
- 14. The power ofcontext Cost = 200 + 1.29ny=mx+b
- 15. Problems vs. Exercises Problemsrequire 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. 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. For which salariesis 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. Content Effects New topicsand 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?”
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- 20. New student experience • Engagement •Connections • Different objectives
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- 25. New student experience • Engagement •Connections • Different objectives (see blog) • Deliberate practice
- 26. MyMathLab Skill homeworkonly on MML ebook Videos Instructor support
- 27. To create aMML Math Lit course:
- 28. To create aMML Math Lit course:
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- 30. Instructor Support Additional supportis provided in the Annotated Instructor’s Edition.
- 31. Challenges to implementation State policies Campuseffects Adjuncts/training
- 32. Challenges to the classroom Differentexpectations Strong knowledge of content
- 33. Prealgebra MLCS Intermediate Algebra STEM & non-STEM College Level Math Non-STEM College LevelMath (Statistics, Liberal Arts Math) Implementation options: replace beginning algebra
- 34. Implementation options: support anemporium Prealgebra Beginning Algebra Intermediate Algebra College Level Math
- 35. Prealgebra MLCS Intermediate Algebra STEM & non-STEM College Level Math Non-STEM College LevelMath (Statistics, Liberal Arts Math) Beginning Algebra Implementation options: augment traditional sequence
- 36. Implementation Ideas: 4th yearhigh school course Non-STEM College Level Math Algebra 1 Geometry Algebra 2 MLCS Prealgebra Algebra 1Basic Math Prealgebra Algebra 1 Geometry MLCS MLCS
- 38. Outcomes Although sample sizesare 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.
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