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This instructor resource provides a detailed table of contents for the "Statistical Reasoning" course.
Level:
Classroom
Process Stage:
Planning, Implementing
Role:
Math Department, Partner Disciplines
This instructor resource provides a detailed table of contents for the "Foundations of Mathematical Reasoning" course.
Level:
Classroom
Process Stage:
Planning, Implementing
Role:
Math Department, Partner Disciplines
The Tennessee Board of Regents (TBR) conducted a study of its co–requisite remediation effectiveness for its pilot year, Fall 2014 to Spring 2015, and full implementation, Fall 2015. The data results revealed significant improvement for students enrolled in co–requisite coursework as compared to the prerequisite model.
Level:
State, Institution
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department
This resource provides a selected list with explanatory notes on key mathematics pathways references and publications. Topics covered in this supplementary resource include:

• Mathematics Professional Associations on Mathematics Pathways
• Consistent and Predictable Transfer and Applicability
• Placement and Acceleration Options
• Co–requisite and Accelerated Structures
This guide is designed for faculty and staff at both two-year and four-year institutions that are implementing and scaling mathematics pathways based on DCMP principles. It offers a blueprint for implementation that spans four stages. The stages frame the work so that different stakeholder groups understand how to plan and prepare to implement mathematics pathways at their individual institutions and how to monitor implementation efforts for continuous improvement.
Level:
Institution, Classroom
Process Stage:
Getting Started, Planning, Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Advisors and Coordinators, Researchers
Across the nation, institutions are implementing one–semester co–requisite models, which refer to the practice of placing students directly into college–level courses regardless of preparation, and providing them with supports for just-in-time instruction. A two–year institution in Oklahoma — Tulsa Community College — combined its institutional initiatives in order to quickly and effectively implement and scale co–requisite supports across its campuses to support underprepared students in completing their first college–level coursework.
Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Math Department
Across the nation, institutions are implementing one–semester co–requisite models, which refer to the practice of placing students directly into college–level courses regardless of preparation, and providing them with supports for just–in–time instruction. One four–year institution — University of Central Arkansas — implemented and scaled corequisite models for its Quantitative Literacy and College Algebra courses that led to significant student success and completion rates nearing 90% for underprepared students.
Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department, Partner Disciplines
Texas 2-year and 4-year transfer inventory guide for 2017-18.
Level:
State, Institution
Process Stage:
Planning
Role:
Policy, Institutional Leadership, Math Department
Texas 2-year and 4-year transfer inventory guide for 2017-18.
Level:
State, Institution
Process Stage:
Planning
Role:
Policy, Institutional Leadership, Math Department
In an effort to better align degree programs and strengthen the Non-STEM mathematics pathways across the state, the Arkansas Department of Higher Education and the Arkansas Course Transfer System Mathematics Review Committee have issued recommendations to guide institutions as they determine which degrees/programs should accept Quantitative Literacy/Mathematical Reasoning (ACTS Course MATH1113) as the general education mathematics requirement.
Level:
State
Process Stage:
Planning, Implementing
Role:
Policy, Math Department, Partner Disciplines