Math Pathways
Recommendations from Indiana’s Math Innovation Council
The Paradox
• Illiteracy carries social shame• Innumeracy (“being bad at math”) is acceptable• Increasingly quantitative, data-driven world
The Project
• 2014-15 Collaboration with Complete College America and Charles Dana Center at the University of Texas-Austin
• Indiana invited to participate along with Colorado, Montana, Nevada, Ohio and the University of Houston
• Indiana Math Innovation Council formed– Math faculty from all public institutions– Institutional Research representative
The Goal
• Increase success rates in gateway courses without compromising the integrity of mathematics
• Align mathematics requirements to the competencies required for academic and career success
• Be innovative about how these goals are accomplished
The Context
• Builds on past work for streamlined transfer– Core Transfer Library (CTL)– Statewide Transfer Core (STGEC)– Statewide Transfer Pathways (TSAPS)
• Consistent with VALUE Rubric and Degree Qualifications Profile
What quantitative skills do students need?
• Council surveyed deans of non-STEM departments
• Deans’ response to the question– Introductory skills in a variety of areas (e.g., finance,
statistics, logic)– Analytical skills
What are the common features of these quantitative skills?
• Practical, robust habit of mind• Anchored in context• Objects of study are data• Employed in every aspect of an alert, informed
life• Essential for all graduates’ personal and civic
responsibilities
How is traditional math different?
• Abstract, deductive reasoning• Serves primarily professional purposes• Employed in STEM professions• Rises above context• Objects of study are ideals
What is College Algebra’s purpose?
• Prepare students for Calculus• Serve as one option to fulfill general education
math requirement– Traditionally, the “keep options open” choice– Traditionally, the default advising option for all
students
Recommendations
Develop Quantitative Reasoning Courses• CTL Math panel: Agree on the content and
learning outcomes of a QR course for Indiana• Math Departments: Develop or modify existing
QR-like course to fit Core Transfer Library course description
• CTL Math panel: Consider inclusion of a quantitative reasoning course in the Core Transfer Library
Recommendations
Modify Degree Requirements • All Departments: Align math requirements to
recommendation (along meta-major lines)• All Stakeholders: Push for statewide consensus in
support of streamlined transfer and more informed advising
Meta-Major List withRecommended Gateway Math Couse
Recommendations
Alter Advising Systems and Practices• Administrators: Incorporate suggested math
as default on degree maps• Advisors: – Use meta-majors to steer students to best math in
first year– Provide alternatives to the conventional wisdom
about“keeping doors open” with college algebra
Math Course Enrollment & Pass RatesAll Institutions