This template is a supporting resource for the Programs of Study Inventory Guide: Designing Pathways for Students tool. Institutions can use this template to define clear and appropriate math pathways for each program of study at their institution.

[UPDATED 2019] Mathematics pathways are designed to address three barriers to student learning and success: inappropriate placement, misaligned content and long course sequences. This brief summarizes the research on these barriers and presents evidence that well-designed mathematics pathways lead to increased student success.

Exemplar learning outcomes for an Ohio Quantitative Reasoning Course

In this video the President, Department Chair, Math Lab Coordinator, and other stakeholders at Temple College discuss how DCMP Model implementation requires cross-institutional conversations and ensuring “all people come to the table.” (2:40)

Complete College America In order to increase the number of students earning postsecondary credentials, CCA argues that long-sequence remedial coursework is not effective. Instead, this organization proposes placement into college-level courses along with corequisite resources to promote student success.

Policy Analysis for California Education The 2nd report of a 3-part series will analyze how the distinct missions of high schools, community colleges, and four-year universities create tensions for articulating math curricula across segments, and the resulting challenges for alternative math pathways as a route to college readiness.

Policy Analysis for California Education The 3rd report of a 3-part series analyzes more specifically how college and university policies for placing students in remedial math courses creates additional barriers for students in completing a degree and/or transferring to a four-year university.

The Mathematical Association of America, 2004 Report 1 of 2, This report is from a series of disciplinary workshops organized by the Curriculum Renewal Across the First Two Years (CRAFTY) subcommittee of the Committee for the Undergraduate Program in Mathematics (CUPM). This itemized report, informed by the views of a broad segment of the mathematics community and its partner disciplines, sets recommendations that will assist mathematics departments as they plan their programs through the first decade of the 21st century.

Michael L. Crawford Many of the classroom strategies used by our nation's nest teachers have been shown by cognitive science and learning research to be the best methods to help students construct and use knowledge in mathematics and science. This report describes five of these strategies, called contextual teaching strategies, presents examples of the use of these strategies, and cites research studies and compendiums that document how the strategies can improve student motivation and achievement in mathematics and science.