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Math Literacy: A New Pathway for Non-STEM Majors Kathleen Almy Rock Valley College
| Date post: | 13-Dec-2014 |
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Education |
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Math Literacy:A New Pathway for Non-STEM Majors
Kathleen AlmyRock Valley College
A New Pathways Option
In one semester (3 – 6 credit hours), 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.
MLCS
The Problems Large number of students place
into developmental math
Most students only need statistics or liberal arts math to graduate
Students pass dev math but still not prepared for non-STEM courses
2009 2010 2011 2012 2013
AMATYC New Lifeinitiative
2009 2010 2011 2012 2013
AMATYC New Lifeinitiative
New Lifeleads to Statway & Quantway
2009 2010 2011 2012 2013
AMATYC New Lifeinitiative
New Lifeleads to Statway & Quantway
Work in IL begins
2009 2010 2011 2012 2013
AMATYC New Lifeinitiative
New Lifeleads to Statway & Quantway
Work in IL begins
MLCS pilot begins at RVC
2009 2010 2011 2012 2013
AMATYC New Lifeinitiative
New Lifeleads to Statway & Quantway
Work in IL begins
MLCS pilot begins at RVC
Interest grows; pilots planned and/or begin
2009 2010 2011 2012 2013
AMATYC New Lifeinitiative
New Lifeleads to Statway & Quantway
Work in IL begins
MLCS pilot begins at RVC
Interest grows; pilots planned and/or begin Project
begins to scalenationally
GoalsCreate an appropriate prerequisite for non-STEM courses
Update content
Balance instruction
Diversify assessment
Differentiate pathways
Build college readiness
Differing Approaches
MLCS
Quantway
Statway
One semester DM coursePreparation for multiple outcomes
One semester DM courseLike a quant lit course, just-in-time DM
Two semester DM + CL courseSatisfies a statistics requirement
One semester DM courseDescriptive statistics, just-in-time DM
Philosophy: College prep, not
college done earlier and slower
Role of algebra
Broad vs. narrow goals: Always moving forward
Looking forward to college readiness
Emphases: • contextual problems• realistic applications• unexpected algebra
Math Lit
college knowledge
readinggroup work
direct instruction
Excel
language of math
writing
open-ended projects
learning community
algebra
Traditional Approach:
Linear
Num
bers
Alg
ebra
Funct
ions
Pro
port
ions
Math Lit Approach:
Integrated & Layered
Different topic ordering
Geometry, statistics, student success, mathematical
success
Num
era
cy
Alg
ebra
ic
Reaso
nin
g
Pro
port
ional
Reaso
nin
g
Funct
ions
More than skills30% of what is
42?
MLCS Approach vs. Traditional Algebra:
Unit conversions
• Focus on skills in isolation
• Emphasis on dimensional
analysis
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 desiredrange.
MLCS Approach vs. Traditional Algebra:
Unit conversions
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
Snapshots
New student experience
• Engagement
• Connections
• Deliberate practice
• Different objectives
Aligns with the Common Core Emphasis on critical thinking, not just
skills
Use of open-ended problems
Integration of content
Aligned expectations
FAQs
Do students buy in?
What about factoring?
Does this course “dumb down” developmental math standards for entry into college level courses?
Are you pushing students away from STEM majors?
Challenges to implementation
State policies
Campus effects
Adjuncts
Training
Challenges to the classroom
Different expectations
Problems vs. exercises
Strong knowledge of content
Prealgebra MLCS
Intermediate Algebra
STEM & non-STEM
College Level Math
Non-STEMCollege 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-STEMCollege Level Math
Non-STEMCollege 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 1Basic Math
Prealgebra Algebra 1 Geometry MLCS
MLCS
OutcomesAlthough 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
