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Math Lit & Pathways 5 Years Later Kathleen Almy Rock Valley College
Pathways overview & update Data (local and national) How pathways are used Lessons learned
(course & classroom)
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.
look forward to college needs instead of backward to high school deficiencies.
emphasize critical thinking and problem solving with authentic problems and contextualized learning.
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.
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
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
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
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
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
Out
com
e Co
urse
Intermediate Algebra 62% (869/1403) 69% (45/65) Statistics 59% (152/258) 51% (38/75) Gen ed math 83% (251/301) 84% (119/142)
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
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
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
Implementation Ideas: 4th year high school course
Non-STEM College
Level Math
Algebra 1 Geometry Algebra 2 Math Lit
Prealgebra Algebra 1 Basic Math
Prealgebra Algebra 1 Geometry Math Lit
Math Lit
Lessons Learned
Experience is simply the name we give our mistakes. -Oscar Wilde
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
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
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
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
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
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
Group Work
Participation and/or attendance grade Complete focus problem individually if absent too often
Lesson learned: Students must be held accountable
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
Assessment & Grading Lesson learned: Mix old ideas with new ones
Traditional quizzes and tests are helpful and useful Unusual grading schemes are unnecessary
Back up your philosophy with your grading
Must grade paper homework to get students to do it
Implementation Lesson learned: Plan ahead
Advising, advertising, course number, 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
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
