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Developmental Mathematics Summit: The Conversation
Continues
AMATYCThursday, 9:10 to 11:10 am
Introduction of PanelistsModerator: Julie Phelps – Valencia College, FL
Panelists:
Ann Edwards – Carnegie Foundation
Joanne Peeples – MAA
Frank Savina – Dana Center
Paul Nolting – Learning Specialist (MAA, AMATYC, NADE member)
Linda Zientek – AMATYC
Hunter Boylan – NCDE
Rebecca Goosen – NADE
Last Years Planning Template
Proposal- National Models/Interventions Contextualized LearningModularizedEmporium Co-curricular/paired classes/co-requisite Accelerated/CompressedCurriculum Reform for Pathways Online/HybridOther math learning strategies
Policy changes? Where?Connecticut
Texas
California
Idaho
Many others…
Florida!!!!
(It can’t happen to us!)
Developmental Education SB1720Florida Statute Section 1008.30
•Common placement testing for public postsecondary education – “… entered 9th grade in a Florida public school in the 2003-2004 school year…student who graduated with a standard high school diploma…or a student who is serving as an active duty member… shall not be required to take the common placement test and shall not be required to enroll in developmental education …”
•Developmental education may be delivered through a variety of accelerated and co-requisite strategies and includes any of the following: (a) Modularized, (b) Compressed, (c) Contextualized, (d) Co-requisite
•Meta Majors: Arts, Humanities, Communication and Design; Business; Education; Health Sciences; Industry/Manufacturing and Construction; Public Safety; Science, Technology, Engineering, and Mathematics; Social and Behavioral Sciences and Human Services
shall not be required to take the common placement test and shall not be required to enroll in developmental education …”
Florida’s New
Statistics Pathway
Math PathwaysYour math pathway is determined by your specific major within the Meta-Major. See a counselor or advisor for a recommendation.For arts/humanities/communications/design and education it is recommended to meet with a counselor or advisor regarding your degree plan pathway.
Liberal Arts Pathway• Social and Behavioral Sciences• Human Services
Health Sciences Public Safety
Algebra Pathway• Business• Science, Technology,
Engineering, and Math• Industry, Manufacturing,
and Construction
Statway and Quantway Creating New Opportunities
for Students
Ann Edwards, Director of Advancing Quality Teaching
How can we make sure that pathways students are more
successful than those who take the traditional route?
9
Elem. Algebra
Int. Algebra
College Math
Semester1
Semester 2
Semester 3 or more
College Math
Credit
College Math
Credit
College Math
Credit
College Math
Credit
StatwayQuantway
A Solution: Coherent, Intensive Learning Pathways
What Colleges Traditionally Have Done
Statway is effective across different sex and race/ethnicity groups
10
Black Hispanic White Other Black Hispanic White OtherFemale Male
7%12%
17% 20%
9%
17%20% 17%
49% 49%
67%
52%
38%42%
59%52%
Non-Statway Statway
Note. Data from unknown sexstatus were excluded; very few were unknown. “Other” also contains data from unknown race/ethnicity status.
Quantway is effective across different sex and race/ethnicity groups
11
Note. “Other” also contains data from unknown race/ethnicity status.
Black White Other Black White OtherFemale Male
35%43% 41%
31%36%
32%
43%
64%56%
44%
71%
62%
Non-Quantway Quantway
How is MAA addressing the changes?Joanne Peeples
MAA: at Joint Math Meetings (JMM) Monday January 12, 2015, 8:00 a.m.-10:55 a.m. and 1:00 p.m. – 4:15 p.m.MAA Session on The Times They Are a Changin': Successful Innovations in Developmental Mathematics Curricula and Pedagogy
Monday January 12, 2015, 8:00 a.m.-10:20 a.m.MAA Session on Collaborations between Two-Year and Four-Year Institutions that Create Pathways to a Math Major
EPCC: Caution! Don’t try too
much!
How is my college handling the changes?
The New Mathways Project: STEM Pathway
Reasoning with Functions I and II(to follow: Foundations of
Mathematical Reasoning)
How am I using my experiences to contribute the new models?
16
National Trends In Collegiate Mathematics
AMATYCNovember 13, 2014
Uri Treisman and Frank SavinaThe Charles A. Dana Center
at The University of Texas at Austin
Contact Information
21
• General information about the Dana Center: www.utdanacenter.org
• Higher Education work: www.utdanacenter.org/higher-education/
• To receive monthly updates about the NMP, contact us at: [email protected]
– Amy Getz (general NMP issues): [email protected]
Dr. Paul NoltingLearning Specialist
Question: Due to the new
redesigns why do math students have to
become improved learners?
www.academicsuccess.com
VARIABLES CONTRIBUTING TO SUCCESS IN MATHEMATICS
Cognitive Entry Level Skill+
IQ
50%
Placement
Grades
Math history
Learning Disabilities
Aptitude
Learning speed
25% 25%
Quality of Instruction
Locus of ControlSelf-perceptionSelf-efficacyAnxietyStudy BehaviorsSES
Tutor training
Learning styles
Math redesigns
On line vs. classroom
Math study skills classroom & online
Persistence
My Math Success Plan
Redesigns and Affective CharacteristicsAccelerated/Compressed – Students must be faster learners with efficient learning behaviors
Modularized – Time management & self learning study skills
Emporium – Computer based & self learning skills example: note-taking, reading skills, test-taking & others
Co-curricular/paired – Student are supported with math study skills and motivation
Pathways reform- need supportive course
Online/Hybrid – Online math readiness- procrastination , other
Math Study Skills Content
How Learning Math is Different and Why it Pays OffAssessing Math Learning Strengths – MSSE, TAI, LOCReducing Math/Test Anxiety and Managing PTSDSetting Up an Effective Study EnvironmentUnderstanding/Improving MemoryImproving Listening and Math Note-Taking – Classroom
and OnlineImproving Math Reading and Homework Skills – Classroom
and OnlineImproving Math Test-Taking Skills – Classroom and OnlineTaking Control Over Motivation - My Math Success Plan
Math Summit Study Skills Plan workshop– Sat 11:55–12:45
Research and Follow-up Conversations
Paul Nolting , Ph.D.
941-951-8160
Math research and strategies to improve math success www.academicsuccess.com
AMATYC Developmental Mathematics Committee
Question: Do course redesigns need to address the various sources of self-efficacy?
Chair – Linda Zientek
Committee Meeting Friday
References provided in handout
Bandura (1997) identified perceived self-efficacy as “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (p. 3).
Self-efficacy pertains to students’ confidence to perform a task and has been directly related to academic performance (see Usher & Pajares, 2008).
Bandura postulated that addressing self-efficacy would alleviate mathematics anxiety.
Self-Efficacy
Self-Efficacy
Bandura (1997) outlined four sources of information from which a sense of self-efficacy is constructed. These four sources are (a) enactive mastery experiences (b) vicarious experiences, (c) verbal persuasion (d) physiological and affective states
PLAYING THE HAND YOU’RE DEALT: WHAT TO DO WHEN SOMEONE ELSE IS TELLING YOU WHAT TO DO
PRESENTED FOR THE AMERICAN MATHEMATICAL ASSOCIATION OF THE TWO-YEAR COLLEGE
NOVEMBER 13, 2014
HUNTER R. BOYLAN, PH.D.
DIRECTOR, NCDE
PRESENTER
WHAT WE CAN DO TO IMPROVE SUCCESS IN DEVELOPMENTAL MATH COURSES…
• Integrate your course with campus learning center activities.
• Teach math study skills as part of your course.
• Provide tips for overcoming math anxiety.
• Allow students to do math homework during class time.
WHAT WE CAN DO TO IMPROVE SUCCESS IN DEVELOPMENTAL MATH COURSES…
• Ask reading instructors to teach students how to read math problems.
• Encourage integration of math thinking and logic across the curriculum.
• Require students to get additional tutoring.
• Mandate that students begin module testing immediately.
NATIONAL CENTER FOR DEVELOPMENTAL EDUCATION
• Publishes research on developmental math through the Journal of Developmental Education and Research in Developmental Education.
• Engages in ongoing study of promising math teaching techniques.
• Provides professional development for math instructors.
• Evaluates developmental math programs.
www.ncde.appstate.edu
From an administrative position, how do we know
new redesigns are working?
Rebecca Goosen, NADE
Measures of Successat San Jacinto College
Financial implications and ROI
Qualitative measures
Institutional buy in
Faculty/staff buy in
NADEMathematic Strand at NADE Conference
Written Policy Statements about Redesign
Posted to the Learning List Serve
Formed Alliances With Organizations Committed to ChangeDana Center-New Mathway ProjectAchieving the DreamAmerican Association of Community Colleges
www.nade.net Rebecca Goosen
Self-Efficacy References Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-
Hall. Fong, C. J., Zientek, L. R., & Phelps, J. M. (2014). Between and within ethnic differences in strategic learning: A study of
developmental mathematics students. Social Psychology of Education: An International Journal. Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle
school students. Contemporary Educational Psychology, 24, 124-139. doi:10.1006/ceps.1998.0991 Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving .
Contemporary Educational Psychology, 20, 426-443. doi:10.1006/ceps.1995.1029 Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path
analysis. Journal of Educational Psychology, 86, 193-203. doi:10.1037/0022-0663.86.2.193 Zientek, L. R., Yetkiner, Z. E., Fong, C., & Griffin, M. (2013). Student success in developmental mathematics courses.
Community College Journal of Research and Practice, 37, 990-1010. Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school
students. Contemporary Educational Psychology, 31, 124-141. doi:10.1016/j.cedpsych.2005.03.002 Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions.
Review of Educational Research, 78, 751-796. doi:10.3102/0034654308321456 Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational
Psychology, 34, 89-101. doi:10.1016/j.cedpsych.2008.09.002 Young, D. B., & Ley, K. (2003). Self-regulation support offered by developmental educators. Journal of Developmental
Education, 27, 2-10. Zientek, L. R.,& Thompson, B. (2010). Using commonality analysis to quantify contributions that self-efficacy and
motivational factors make in mathematics performance. Research in The Schools, 17, 1-12. Zientek, L. R., Yetkiner, Z. E., Fong, C., & Griffin, M. (2013). Student success in developmental mathematics courses.
Community College Journal of Research and Practice, 37, 990-1010. Zientek, L. R., Yetkiner, Z. E., & Thompson, B. (2010). Characterizing the mathematics anxiety literature using confidence
intervals as a literature review mechanism. The Journal of Educational Research, 103, 424-438. Zimmerman, B. J., Moylan, A., Hudesman, J., White, Niesha, & Flugman, B. (2011). Enhancing self-reflection and
mathematics achievement of at-risk urban technical college students. Psychological Test and Assessment Modeling, 1, 141-160.
