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The California Acceleration Project

A report on the 2011-2012 implementation of the California Acceleration Project (CAP) in sixteen colleges within the California Community College System. This report provides an evaluation of the work on the English and math pathways, a look into variation of institutional implementation, explores acceleration facets, such as placement and evidence that acceleration reduces the achievement gap for students of all backgrounds.
Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department
Pamela Burdman/LearningWorks

This report examines how colleges and college systems across the United States are changing their structural approach to developmental math, including these systems strategies, outcomes and future implications.
Level:
Institution
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department
Joseph Epstein/American Mathematical Society

The Calculus Concept Inventory (CCI) was developed by Epstein and a panel of experts to assess students' understanding of differential calculus concepts. The test is intended to be given as a pre-test at the beginning of a first semester calculus course and, again, as a post-test at the end of the course. This article examines CCI development and validation as a concept inventory to examine teaching methodology and curricula issues that prevail for undergraduate mathematics.
Level:
Classroom
Process Stage:
Implementing
Role:
Math Department
Common Core State Standards Initiative

This website resource identifies K-12 common core standards in mathematics with direct links to grade-level standards, state-level standards, and additional resources for educators.
Level:
Classroom
Process Stage:
Implementing
Role:
Math Department
Conference Board of the Mathematical Sciences

This report updates recommendations outlined in "Mathematical Education of Teachers I" for mathematical preparation of teachers at all grade levels: elementary, middle, and high school; addresses the professional development of teachers of mathematics; and discusses the mathematical needs of teachers with special responsibilities such as elementary mathematics specialists and special education teachers.
Level:
State, Institution
Role:
Policy, Math Department
The Mathematical Association of America

MAA's Committee on the Undergraduate Program in Mathematics (CUPM) issued this guide to build upon prior years' Guides recommendations with particular emphasis on the entire college-level mathematics curriculum for all students. CUPM 2004 is based on six fundamental recommendations for math departments, programs, and all courses in the mathematical sciences.
Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department
This tool outlines a general process for developing advising resources and includes models that illustrate key characteristics for effective communication.
Level:
Institution
Process Stage:
Implementing
Role:
Institutional Leadership, Advisors and Coordinators
DOWNLOADABLE FILE(S)
Webinar that examines why it is important to focus on advising when implementing math pathways at scale and explores a step-by-step guide to develop a comprehensive advising plan using Dana Center resources and tools. (45:16)
Level:
Institution
Process Stage:
Implementing
Role:
Institutional Leadership, Advisors and Coordinators
Webinar that examines the purpose of the State Mathematics Transfer Inventory, resources to assist in developing this statewide tool, and lessons learned from the field. (25:31)
Level:
State, Institution
Process Stage:
Planning
Role:
Policy, Institutional Leadership, Math Department
Example of student-friendly resource for math pathways at Lone Star College-Kingwood.
Level:
Institution
Process Stage:
Implementing
Role:
Advisors and Coordinators