Mathematical Association of America A summary of selected findings from the Mathematical Association of America’s (MAA’s) study of Characteristics of Successful Programs in College Calculus, constitutes the a nationwide investigation of college-level Calculus in the United States combining both large-scale survey data and in-depth case study analysis. The report establishes a base of knowledge of who takes Calculus I and why. Second, it identifies institutional practices that contribute to the retention of STEM students.
This 1-page resources is used to inform audiences of the Dana Center Mathematics Pathways (DCMP) resource site. Its context describes how each site page is purposefully designed to help higher education stakeholders take action towards math pathways and build awareness of the Dana Center’s work and math pathways in general.
Brief that informs institutional discussions of recommendations from professional organizations about modernization of mathematics course requirements among Texas institutions of higher education -- Business
Brief that informs institutional discussions of recommendations from professional organizations about modernization of mathematics course requirements among Texas institutions of higher education -- Pre-Service Elementary (K-5) Teacher Education
This instructor resource provides a detailed table of contents for the STEM-Prep pathways "Reasoning with Functions II" course.
Jobs for the Future (JFF); author: Elisabeth Barnett This report is one in a series of five reports that encourages K-12 and higher education systems to take joint responsibility for student success in the "shared transition zone" of 12th grade and their first year of college. Specifically, this report proposes a new dimension of how best to prepare high school students for higher education. This new dimension focuses on an accumulation of momentum points -- specific college preparatory experiences and markers of educational attainment in high school -- that improves the likelihood that high school graduates will incur college success. These momentum points would enable a "momentum chain" - a path that students can move towards for college readiness.
In fall 2015, Washington state, through the State Board for Community and Technical Colleges (SBCTC), joined the Mathematics Pathways to Completion (MPC) project. This statewide initiative brought together all public higher education institutions in Washington to dramatically improve the success of students in developmental and gateway mathematics courses by implementing math pathways at scale within the state. Over the course of a year, the Washington Task Force reviewed key challenges with respect to implementing math pathways across higher education and developed a set of five specific recommendations and strategies outlined in its task force report.
In fall 2015, Arkansas was selected as one of six states to be part of the Mathematics Pathways to Completion (MPC) project. This statewide initiative, by both state education agencies (e.g., ACC, ADHE) and public institutions of higher education, was designed to improve upon prior mathematics pathways activity and address critical concerns of alignment of math courses to programs of study, transfer and applicability, and professional development. Over the course of a year, the Arkansas Math Pathways Taskforce (AMPT) identified challenges with respect to scaling math pathways across higher education institutions and developed a set of seven recommendations and strategies outlined in its task force report.
The purpose of this document is to offer state education stakeholders a recommended process for developing effective, state-level student learning outcomes related to the implementation of multiple mathematics pathways. The goal of this process is to promote retention, transfer, and completion as students move through postsecondary education and beyond.
This tool is a collection of templates that faculty and administrators can use to prepare for and implement multidisciplinary discussions focused on identifying a default mathematics course requirement that is most relevant for each program of study.