3. Problems with Developmental Math
Nationally
Lengthy sequence, low pass rates
High school 2.0
Skill-heavy initiatives
Locally
Successful traditional program but one size fit all
Intermediate algebra issues
5. A New Course, A Simple Goal
In one semester, 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.
6. Initiatives
2009 AMATYC New Life initiative begins.
2010 New Life leads to Statway and
Quantway (formerly Mathway),
funded by Carnegie.
Carnegie AMATYC
2011 19 Carnegie grant schools pilot Quantway New Life
Statway.
2011 Rock Valley College pilots MLCS.
MLCS
2012 8 Carnegie grant schools pilot MLCS.
15. Content
Philosophy
Areas of focus
Role of intermediate algebra
16. A New Perspective:
Recognizing a History of Algebra
Emphasis on understanding over manipulation alone
Focus on application, connections, retention
Focus on needs of outcome courses, work, life
Incorporate needs of other disciplines
17. Area 1: Numeracy
Understand numbers and Example:
their uses concretely, then Program cells in Excel to
evaluate a formula.
generalize.
Goal: Understand that
numbers are quantities
with units.
18. Area 2: Algebraic Reasoning
Avoid problems devoid of Example:
context. When is an e-reader worth
it?
N=179 + 12.99B
Strive for meaningful K=79 + 12.99B
variables and situations.
H=35B
Goal: Judge when algebra
makes sense and how to
use it.
19. Area 3: Proportional Reasoning
Make sense of fractions, Example:
Interpret a nutrition label.
rates, and proportions in
multiple ways.
Goal: Use units to write
rates. Scale when
possible.
20. Area 4: Functions
Develop an understanding of Example:
relationships between Build and analyze a model.
quantities and variables.
Constant vs. variable Hours to pay for gallon of gas
7
Independent vs. dependent 6
variable 5
Input values that make 4
sense 3
2
1
Goal: Move between tables, 0
0 10 20 30 40
graphs, and equations fluidly.
21. Additional Embedded Areas
Geometry Statistics
Measurement, units, shapes, simil Centers, variation, correlation, pro
arity bability
Example: Example:
If we overfill a medical measuring How can we measure variability
cup/spoon by 1 mm, which would within a data set?
produce a greater overdose error?
( x mean)2
s
n 1
22. Additional Embedded Areas
Student Success
Approach
Motivation and metacognition
First week and first unit
Integrate math with student success
Mathematical Success
Role of accuracy, precision, and error
Polya’s method
Multiple approaches build understanding
Verbal, numeric, algebraic, graphic
23. Addressing Intermediate Algebra
Modeling with non-linear functions
quadratic, exponential, rational, radical
numerical, graphical, and conceptual approach
Emphasis on scatterplots, correlation, and regression
Symbolic manipulation addressed if needed in later course
24. FAQs
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?
26. Using Research
Researched schools, programs, and countries
who are effectively teaching mathematics (not
just algebra)
Read and incorporated information on how the
brain learns
27. Traditional Approach: Linear
Theory, then
applications if time
Proportions
Each strand done
Functions
separately to
Numbers
Algebra
completion
Algebra is primary focus
Skill based
Examples of every
possible variation of skill
(problem recognition)
28. New Approach: Integrated & Layered
Applications to
motivate, then theory as
needed
Proportional
Reasoning
Reasoning
Numeracy
Functions
Algebraic
Strands addressed each
unit in an integrated
fashion going deeper
each time
Equal time on each
strand
Concepts-based
Fewer skills, more
connections Undercurrent of geometry, statistics,
student success, mathematical success
29. Lesson and Unit Protocol
MOTIVATE
DEVELOP
CONNECT
REFLECT
Self-similarity approach
PRACTICE
30. Technology for the 21st Century
Mental arithmetic is encouraged
whenever possible.
Calculators are used when they are
needed.
Excel is used for analyzing patterns
and making graphs.
31. Quantway Goals for Instruction
Engagement Active work on rich problems
Application of concepts in new
Connections contexts
Productive persistence Struggling is permitted but assistance is
given when needed
Specific practice forges connections
Deliberate practice and deepens conceptual understanding
33. FAQs
What reaction do you get from students? Do they
buy-in?
Will students be able to transition back to a
traditional course?
What do assessments look like?
41. Making MLCS a Reality
Lessons from RVC redesign & pilot
Implementation ideas
Tips for getting started
42. Using experience to redesign with MLCS
Incorporated lessons learned in our redesign
Advising
Pace A comprehensive
approach
Materials
Continual assessment
Training sessions and materials
43. Lessons from the pilot
Students want to mimic.
Teach students how to study since the course
has college level expectations.
Mastery learning in online systems ≠ learning.
Context improves connections and understanding.
We cannot help them all, but we can accelerate the process for
many.
44. Implementation Ideas
Replace Beginning Algebra
STEM
Intermediate College
Algebra Level Math
Prealgebra MLCS
Non-STEM
College
Level Math
(Statistics, Libe
ral Arts Math)
45. Implementation Ideas
Use MLCS lessons in an emporium for once-
weekly problem solving sessions
Beginning Intermediate College
Prealgebra
Algebra Algebra Level Math
0 Previews content for some, connects for others
0 Everyone is engaged
0 More than just skills
46. Implementation Ideas
Augment traditional sequence with MLCS
as a non-STEM alternative preparation
for statistics/liberal arts math.
STEM
Beginning Intermediate College
Algebra Algebra Level Math
Prealgebra
Non-STEM
MLCS College
Level Math
(Statistics, Libe
ral Arts Math)
Students who change their major can take
intermediate algebra as a bridge to STEM courses.
48. Getting Started with MLCS
Choose materials
Create a collaboratory for pilot
Sit in on other MLCS classes is possible
Meet with other MLCS instructors regularly
Test with common instruments
Train new faculty
Developing training workshops
Materials provide great faculty support
49. FAQs
What is your placement tool?
How many credit hours is the course?
Can we omit topics that you may need?
51. For More Information
Kathleen Almy
kathleenalmy@gmail.com
http://almydoesmath.blogspot.com
Blog contains info from pilot including video
Contains info on our school’s redesign