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This instructor resource provides a detailed table of contents for the "Quantitative Reasoning" course.

Level:
Classroom
Process Stage:
Planning, Implementing
Role:
Math Department, Partner Disciplines
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
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
This PDF is an accompanying resource with the PowerPoint slides on communication and mathematics pathways to be used with the "Effective Messaging in Promoting Mathematics Pathways" webinar.
Level:
Institution
Process Stage:
Getting Started
Role:
Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators