Math Literacy for College Students Kathleen Almy Rock Valley College

History Content Technology Course Development

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.

use authentic problems and contextualized learning.

History

2009-10 Carnegie Foundation, UT Dana 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.

Why pathways? Large number 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

A New Pathways Option 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.

Goals Prepare students for non-STEM courses Update content Balance instruction Build college readiness

Built by faculty for 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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Math Lit Approach: Integrated & Layered Different topic ordering

Geometry, statistics, student success, mathematical success

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Traditional Algebra vs. MLCS Approach

A doctor orders 200 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.

It’s not just… “Can you do it?”

It’s… “Do you understand it well enough to use it?”

The power of context

Cost = 200 + 1.29n y=mx+b

Problems vs. Exercises Problems require 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.

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?

For which salaries is 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

Content Effects New topics and 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?”

Snapshots

New student experience

• Engagement

• Connections

• Different objectives

Course Overview and Objectives

Course Overview and Objectives

Course Overview and Objectives

Course Overview and Objectives

New student experience

• Engagement

• Connections

• Different objectives (see blog)

• Deliberate practice

MyMathLab

Skill homework only on MML ebook Videos Instructor support

To create a MML Math Lit course:

To create a MML Math Lit course:

MML Ready-To-Go Course

Instructor Support

Additional support is provided in the Annotated Instructor’s Edition.

Challenges to implementation

State policies

Campus effects

Adjuncts/training

Challenges to the classroom

Different expectations

Strong knowledge of content

Prealgebra MLCS

Intermediate Algebra

STEM & non-STEM

College Level Math

Non-STEM College

Level Math (Statistics, Liberal

Arts Math)

Implementation options: replace beginning algebra

Implementation options: support an emporium

Prealgebra Beginning Algebra

Intermediate Algebra

College Level Math

Prealgebra

MLCS

Intermediate Algebra

STEM & non-STEM

College Level Math

Non-STEM College

Level Math (Statistics, Liberal

Arts Math)

Beginning Algebra

Implementation options: augment traditional sequence

Implementation Ideas: 4th year high school course

Non-STEM College

Level Math

Algebra 1 Geometry Algebra 2 MLCS

Prealgebra Algebra 1 Basic Math

Prealgebra Algebra 1 Geometry MLCS

MLCS

Outcomes Although sample sizes are 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.

Questions

kathleenalmy@gmail.com

http://almydoesmath.blogspot.com

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