Math Lit & Pathways: 5 yrs later ORMATYC 2016

Math Lit & Pathways: 5 yrs later ORMATYC 2016

• 1.
  Math Lit &Pathways 5 Years Later Kathleen Almy Rock Valley College
• 2.
   Pathways overview& update  Data (local and national)  How pathways are used  Lessons learned (course & classroom)
• 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 with authentic problems and contextualized learning.
• 4.
  Math Lit: A PathwaysOption 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.
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  Pathways Nationally 5 yearsago  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
• 6.
  Pathways: Ahead oftheir 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
• 7.
  Pathways: More thanlipstick 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
• 8.
  Rock Valley CollegeOutcomes • 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
• 9.
  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 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)
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  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
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  Prealgebra Math Lit Intermediate Algebra STEM & non-STEM College LevelMath Non-STEM College Level Math (Statistics, Liberal Arts Math) Beginning Algebra Implementation options: augment traditional sequence
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  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
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  Implementation Ideas: 4th yearhigh 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
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  Lessons Learned
• 15.
  Experience is simplythe name we give our mistakes. -Oscar Wilde
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  Content  More algebratopics 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
• 17.
  Content  Contextual problemsare 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
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  Focus Problems Need multipleproblem options as course continues to be taught Students need guidance with writing focus problem solutions Lesson learned: Students can solve open-ended problems
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  Instruction & Delivery Pedagogymatters, 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
• 20.
  Instruction & Delivery Contentis 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
• 21.
  Group Work Use groupswhen 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
• 22.
  Group Work Participation and/orattendance grade Complete focus problem individually if absent too often Lesson learned: Students must be held accountable
• 23.
  Technology Use Excel whenit makes sense, not just to use it Use online homework system for skills and more Lesson learned: Use technology sensibly
• 24.
  Assessment & Grading Lessonlearned: 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
• 25.
  Implementation Lesson learned: Planahead  Advising, advertising, 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
• 26.
  Final thoughts onpathways • 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
• 27.
  [email protected] http://almydoesmath.blogspot.com For More Information