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MLCS:
A Non-STEM
Pathway to College
Readiness
Kathleen Almy & Heather Foes
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.
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.
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 not addressed what we
were teaching, just how
Goals
Update content
Balance instruction
Build college readiness
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.
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
Traditional
Approach:
Linear
Numbers
Algebra
Functions
Proportions
Math Lit
Approach:
Integrated &
Layered
Different
topic ordering
Geometry, statistics,
student success, mathematical success
Numeracy
AlgebraicReasoning
Proportional
Reasoning
Functions
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 + 1.29ny=mx+b
Problems vs. Exercises
Problems require original approaches.
A method is not necessarily clear at first glance.
Exercises require choosing and applying
an algorithm.
Problems involve the non-routine application and
connection of skills.
Exercises develop students’ ability to
perform skills.
Exercise Problem
Solve: 2x + 7 = 10 Given only $20, how many
buffalo wings can you buy if
they are 25 cents each? Assume
you will buy a pitcher of soda
for $4 and veggies and dips for
$2.50. 7.25% tax should be
included along with a 20% tip.
For which salaries is option A
better than option B?
A: 5% raise
B: 3% raise plus $1000
Solve the system:
3x – 2y = -6
x = -4y + 8
Exercise Problem
Simplify: You are making brownies and
debating between an 8” round
pan and an 8” square pan. If
you want thick brownies, which
should you use and why?
Show all calculations with units
included.
2 3 5
( 3 )x y−
2 3 5
( 3 )x y−
Exercise Problem
Calculate…
…then determine units
Units seem arbitrary and
are easily left off.
Calculate with units
More difficult calculations
but units are included and
have meaning.
2
4 16 50.3A π π= ⋅ = ≈
2 2 2
(4 ) 16 50.3A in in inπ π=⋅ = ≈
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?”
How students learn is as important as what
they learn.
New student
experience
• Engagement
• Connections
• Different objectives
• Deliberate practice
MyMathLab
 Skill homework only on MML
 ebook
 Videos
 Instructor support
When is it worth it to buy an e-reader?
 Linear equations
 Functions
 Slope
 Algebraic vs.
numeric methods
# of Books Sony Nook Hardcover (no device)
1 $241.95 $109.00 $24.50
2 $254.90 $119.00 $49.00
3 $267.85 $129.00 $73.50
4 $280.80 $139.00 $98.00
5 $293.75 $149.00 $122.50
6 $306.70 $159.00 $147.00
7 $319.65 $169.00 $171.50
8 $332.60 $179.00 $196.00
9 $345.55 $189.00 $220.50
10 $358.50 $199.00 $245.00
11 $371.45 $209.00 $269.50
12 $384.40 $219.00 $294.00
13 $397.35 $229.00 $318.50
14 $410.30 $239.00 $343.00
15 $423.25 $249.00 $367.50
16 $436.20 $259.00 $392.00
17 $449.15 $269.00 $416.50
18 $462.10 $279.00 $441.00
19 $475.05 $289.00 $465.50
20 $488.00 $299.00 $490.00
21 $500.95 $309.00 $514.50
22 $513.90 $319.00 $539.00
23 $526.85 $329.00 $563.50
24 $539.80 $339.00 $588.00
25 $552.75 $349.00 $612.50
 Linear equations
 Functions
 Slope
 Algebraic vs.
numeric methods
 Excel
When is it worth it to buy an e-reader?
 Linear equations
 Functions
 Slope
 Algebraic vs.
numeric methodsCombining these perspectives gives more information than one method alone.
When is it worth it to buy an e-reader?
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-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 1Basic 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
heather.foes@gmail.com
http://almydoesmath.blogspot.com
For More
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MLCS ICTCM March 2014

  • 1. MLCS: A Non-STEM Pathway to College Readiness Kathleen Almy & Heather Foes Rock Valley College
  • 2.  History  Content  Technology  Course Development
  • 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.  use authentic problems and contextualized learning.
  • 4. 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.
  • 5. 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 not addressed what we were teaching, just how
  • 7. 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.
  • 8. 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
  • 10. Math Lit Approach: Integrated & Layered Different topic ordering Geometry, statistics, student success, mathematical success Numeracy AlgebraicReasoning Proportional Reasoning Functions
  • 11. Traditional Algebra vs. MLCS Approach
  • 12. 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.
  • 13. It’s not just… “Can you do it?” It’s… “Do you understand it well enough to use it?”
  • 14. The power of context Cost = 200 + 1.29ny=mx+b
  • 15. Problems vs. Exercises Problems require original approaches. A method is not necessarily clear at first glance. Exercises require choosing and applying an algorithm. Problems involve the non-routine application and connection of skills. Exercises develop students’ ability to perform skills.
  • 16. Exercise Problem Solve: 2x + 7 = 10 Given only $20, how many buffalo wings can you buy if they are 25 cents each? Assume you will buy a pitcher of soda for $4 and veggies and dips for $2.50. 7.25% tax should be included along with a 20% tip.
  • 17. For which salaries is option A better than option B? A: 5% raise B: 3% raise plus $1000 Solve the system: 3x – 2y = -6 x = -4y + 8 Exercise Problem
  • 18. Simplify: You are making brownies and debating between an 8” round pan and an 8” square pan. If you want thick brownies, which should you use and why? Show all calculations with units included. 2 3 5 ( 3 )x y− 2 3 5 ( 3 )x y− Exercise Problem
  • 19. Calculate… …then determine units Units seem arbitrary and are easily left off. Calculate with units More difficult calculations but units are included and have meaning. 2 4 16 50.3A π π= ⋅ = ≈ 2 2 2 (4 ) 16 50.3A in in inπ π=⋅ = ≈
  • 20. 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?” How students learn is as important as what they learn.
  • 21. New student experience • Engagement • Connections • Different objectives • Deliberate practice
  • 22. MyMathLab  Skill homework only on MML  ebook  Videos  Instructor support
  • 23. When is it worth it to buy an e-reader?  Linear equations  Functions  Slope  Algebraic vs. numeric methods # of Books Sony Nook Hardcover (no device) 1 $241.95 $109.00 $24.50 2 $254.90 $119.00 $49.00 3 $267.85 $129.00 $73.50 4 $280.80 $139.00 $98.00 5 $293.75 $149.00 $122.50 6 $306.70 $159.00 $147.00 7 $319.65 $169.00 $171.50 8 $332.60 $179.00 $196.00 9 $345.55 $189.00 $220.50 10 $358.50 $199.00 $245.00 11 $371.45 $209.00 $269.50 12 $384.40 $219.00 $294.00 13 $397.35 $229.00 $318.50 14 $410.30 $239.00 $343.00 15 $423.25 $249.00 $367.50 16 $436.20 $259.00 $392.00 17 $449.15 $269.00 $416.50 18 $462.10 $279.00 $441.00 19 $475.05 $289.00 $465.50 20 $488.00 $299.00 $490.00 21 $500.95 $309.00 $514.50 22 $513.90 $319.00 $539.00 23 $526.85 $329.00 $563.50 24 $539.80 $339.00 $588.00 25 $552.75 $349.00 $612.50
  • 24.  Linear equations  Functions  Slope  Algebraic vs. numeric methods  Excel When is it worth it to buy an e-reader?
  • 25.  Linear equations  Functions  Slope  Algebraic vs. numeric methodsCombining these perspectives gives more information than one method alone. When is it worth it to buy an e-reader?
  • 27. Challenges to the classroom Different expectations Problems vs. exercises Strong knowledge of content
  • 28. Prealgebra MLCS Intermediate Algebra STEM & non-STEM College Level Math Non-STEM College Level Math (Statistics, Liberal Arts Math) Implementation options: replace beginning algebra
  • 29. Implementation options: support an emporium Prealgebra Beginning Algebra Intermediate Algebra College Level Math
  • 30. 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
  • 31. 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
  • 32.
  • 33. 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.