254 Results Page 1 of 26
DOWNLOADABLE FILE(S)
When the focus for entry-level mathematics shifted, over a decade ago, from access to success, it catalyzed demand for accelerated multiple mathematics pathways alongside the algebraic-intensive pathway. Subsequent successes have been exciting, showing more than three times the success rates for students in one third of the time for some programs. With these startling increases came a widespread concern about maintaining rigor within the discipline.
In response to this concern, the Charles A. Dana Center engaged in a study of the meaning and intention of rigor in mathematics education. This paper first explores the meaning of rigor in mathematics education through a synthesis of interviews with leading mathematicians and educators, and presents a review of the literature in higher education and K–12. It concludes by offering recommendations for a shared definition of rigor and its implications for curriculum and instruction.
In response to this concern, the Charles A. Dana Center engaged in a study of the meaning and intention of rigor in mathematics education. This paper first explores the meaning of rigor in mathematics education through a synthesis of interviews with leading mathematicians and educators, and presents a review of the literature in higher education and K–12. It concludes by offering recommendations for a shared definition of rigor and its implications for curriculum and instruction.
Level:
Classroom
Role:
Policy, Math Department, Partner Disciplines, Advisors and Coordinators, Researchers
DOWNLOADABLE FILE(S)
Most state– and system–level policies and practices support the transferability of credits, but do not account for the applicability of those credits to a student’s program of study. Even when students are able to transfer credits, those credits might not count toward their desired majors, which can lead to wasted time, increased costs for both students and the state, and students dropping out of college altogether. Efforts to remedy these problems are most effective when enabled by a well-considered policy environment which, in turn, is informed by data.
In Washington, substantive steps have been taken to address this issue with a data-driven process.
In Washington, substantive steps have been taken to address this issue with a data-driven process.
Level:
State
Process Stage:
Continuously Improving
Role:
Policy, Institutional Leadership, Partner Disciplines, Advisors and Coordinators, Researchers
DOWNLOADABLE FILE(S)
This 2018 report provides an update of the current state efforts and progress towards increased student persistence and success as a result of implementing multiple mathematics pathways. This report specifically explores examples of innovative approaches to drafting and implementing task force recommendations from thirteen states working in collaboration with the Dana Center. Furthermore, this report provides a synopsis of key focus areas of state-level task force recommendations and concrete examples of customized state-level supports for the sustainability and scale math pathways.
Level:
State, Institution
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department
DOWNLOADABLE FILE(S)
Mathematics pathways are a promising approach for improving student outcomes, but if implementation happens one college at a time and without statewide policy support, the potential for scaling is diminished. This report describes the structure of the Mathematics Pathways to Completion (MPC) project and the supports that the Dana Center is offering to participating states. In addition, drawing on 33 semi-structured interviews with mathematics faculty, state-level leaders, and technical assistance providers across the six states, this report identified five critical dimensions of scaling mathematics pathways statewide, including: attention to transferability and applicability; leadership from across two- and four-year sectors; strong mechanisms for gaining consensus on student learning outcomes; engagement of non-mathematics stakeholders; and coordination with related initiatives.
Level:
State
Process Stage:
Getting Started, Planning, Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department
DOWNLOADABLE FILE(S)
Webinar slides that examine the purpose of the State Mathematics Transfer Inventory, resources to assist in developing this statewide tool, and lessons learned from the field.
Level:
State, Institution
Process Stage:
Planning
Role:
Policy, Institutional Leadership, Math Department
DOWNLOADABLE FILE(S)
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
• Mathematics Professional Associations on Mathematics Pathways
• Consistent and Predictable Transfer and Applicability
• Placement and Acceleration Options
• Co–requisite and Accelerated Structures
Level:
State, Institution
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department
DOWNLOADABLE FILE(S)
The Program Comparison Dataset is a research tool that allows users to view and compare math course requirements for programs of study across all public four-year institutions in Texas. This easily navigable tool uses data from the DCMP Texas Transfer Inventory. Using drop-down menus, users now sort programs alphabetically or by math requirement.
Level:
State, Institution
Process Stage:
Planning, Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators, Researchers
DOWNLOADABLE FILE(S)
Texas 2-year and 4-year transfer inventory guide for 2018-19.
Level:
State, Institution
Process Stage:
Planning
Role:
Policy, Institutional Leadership, Math Department
DOWNLOADABLE FILE(S)
Many institutions implementing and scaling mathematics pathways are faced with the challenge of enrolling students in relevant gateway math courses that are aligned to their programs of study. When faculty and policy agencies in Arkansas understood the impact of transfer and applicability of mathematics courses on students, they committed to state-level action and coordination to address the problem. In an effort to increase student success in mathematics and increase overall degree completion at a large scale, various Arkansas stakeholders set into motion strategic policy action to provide statewide guidance and alignment of non-STEM mathematics courses to programs of study.
Level:
State
Process Stage:
Implementing
Role:
Policy, Institutional Leadership, Math Department, Advisors and Coordinators
DOWNLOADABLE FILE(S)
Universities across Texas revised their core curriculum to accommodate multiple mathematics pathways and ensure the transferability of all entry-level math courses. "Growing Portability of Entry-Level Mathematics Courses in University Core Curriculum in Texas" summarizes these changes and shows that today, Math 1332 Contemporary Mathematics (Quantitative Reasoning) is as prevalent in core curriculum offerings as Math 1314 College Algebra.
Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators