272 Results Page 1 of 28
Level:
Classroom
Process Stage:
Planning
Role:
Math Department
In order to place students appropriately and in order to design an efficient and effective pathway to statistics for students who require additional preparation, it is important to think carefully about the mathematical prerequisites for success in the introductory statistics course. While these prerequisites include topics typically taught in courses up to and including beginning and intermediate algebra, there are topics in beginning and intermediate algebra that are not necessary for success in an introductory statistics course. This resource describes the topics and concepts that are considered necessary mathematics preparation for success in statistics.
Level:
Classroom
Process Stage:
Planning
Role:
Math Department, Partner Disciplines
This brief informs institutional discussions of recommendations from professional organizations in criminal justice about modernization of mathematics course requirements among institutions of higher education.

This brief was updated in 2019 to include national-level recommendations.
Level:
State, Institution
Process Stage:
Planning, Implementing
Role:
Policy, Math Department, Partner Disciplines, Advisors and Coordinators
Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Policy, Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators
DOWNLOADABLE FILE(S)
Level:
Institution
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department, Advisors and Coordinators
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
This graphic illustrates the "pathways perspective" and provides guiding questions to be considered in each portion of the pathway. More details about this "pathways perspective" is found on the Learn About page.
Level:
Institution
Process Stage:
Planning
Role:
Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators
This brief describes the goals and processes for each working group as well as recommended skill levels and learning outcomes for Michigan’s entry-level, college-level mathematics courses: Quantitative Reasoning, Statistics and Preparation for Calculus.
Level:
State, Classroom
Process Stage:
Implementing
Role:
Math Department
DOWNLOADABLE FILE(S)
The Dana Center recommends that implementation of mathematics pathways is most effective when efforts are coordinated across institutions while still allowing for local decision making on how the pathways are operationalized. Monitoring depth of implementation of reforms under these conditions is a daunting task, especially when there is not a statewide policy mandate or significant funding for institutions. Collecting information about implementation practices is a further complexity.

The Texas Success Center (TSC) has addressed these challenges related to implementation by highlighting exemplary practices among colleges and motivating continuous improvement. TSC supports Texas community colleges in a variety of ways including evaluating, supporting, and scaling ongoing efforts to improve student success rates.
Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators
While mathematics pathways are not new, there is still a long way to go towards wide-scale adoption and normative practice. The premise of this monograph is that there is expertise to be shared and issues still to be addressed. The monograph comprises chapters organized along topics that are aligned with the DCMP theory of change. The DCMP believes that systemic and sustainable change is best achieved through a process that is faculty-driven, administrator-supported, policy-enabled, and culturally reinforced. We hope that each chapter will provide the guidance and inspiration for improving student success in mathematics education through the widespread adoption, implementation, and continuous improvement of mathematics pathways.
Level:
State, Institution, Classroom
Process Stage:
Getting Started, Planning, Implementing
Role:
Policy, Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators, Researchers