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MLCS NADE 2014

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Information about MLCS NADE 2014
Education

Published on March 10, 2014

Author: kathleenalmy

Source: slideshare.net

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Math Literacy: A New Pathway for Non-STEM Majors Kathleen Almy Rock 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.

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 Life initiative

2009 2010 2011 2012 2013 AMATYC New Life initiative New Life leads to Statway & Quantway

2009 2010 2011 2012 2013 AMATYC New Life initiative New Life leads to Statway & Quantway Work in IL begins

2009 2010 2011 2012 2013 AMATYC New Life initiative New Life leads to Statway & Quantway Work in IL begins MLCS pilot begins at RVC

2009 2010 2011 2012 2013 AMATYC New Life initiative New Life leads 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 Life initiative New Life leads to Statway & Quantway Work in IL begins MLCS pilot begins at RVC Interest grows; pilots planned and/or begin Project begins to scale nationally

Goals Create 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 course Preparation for multiple outcomes One semester DM course Like a quant lit course, just-in-time DM Two semester DM + CL course Satisfies a statistics requirement One semester DM course Descriptive 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 reading group work direct instruction Excel language of math writing open-ended projects learning community algebra

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

More than skills 30% 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 desired range. 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 + 1.29ny=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-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 http://almydoesmath.blogspot.com For More Information

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