Math Lit & Pathways: 5 yrs later ORMATYC 2016

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
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)
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 1Basic 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, 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
kathleenalmy@gmail.com
http://almydoesmath.blogspot.com
For More
Information
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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 …  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.
  • 4. 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.
  • 5. 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
  • 6. 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
  • 7. 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
  • 8. 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
  • 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)
  • 10. 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
  • 11. 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
  • 12. 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
  • 13. 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
  • 15. Experience is simply the name we give our mistakes. -Oscar Wilde
  • 16. 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
  • 17. 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
  • 18. 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
  • 19. 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
  • 20. 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
  • 21. 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
  • 22. Group Work Participation and/or attendance grade Complete focus problem individually if absent too often Lesson learned: Students must be held accountable
  • 23. 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
  • 24. 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
  • 25. Implementation Lesson learned: Plan ahead  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 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