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Resources, tools, and events are highlighted on this site to provide a centralized, online platform to support implementation and scale of mathematics pathways across Arkansas's higher education institutions.
Data at both the national and state levels indicate that not completing a gateway mathematics course within the first year of instruction correlates with a reduced chance of student success and timely graduation. NSHE has conducted numerous statewide studies that focus on completion of gateway English and mathematics courses within the first year of enrollment and placement into the appropriate course is crucial to achieving this goal.
The Math Pathways Task Force, organized in October 2014 pursuant to House Bill 1042, strives to identify alternative entry-level mathematics courses most effective and beneficial to each academic major. The task force works with faculty, administrators, professional associations, and state legislators to implement its recommendations.
From 2015-2018, Michigan was one of six states engaged in the Dana Center's Mathematics Pathways to Completion project. As a decentralized higher education system, this brief describes the ways diverse stakeholders across Michigan have come together as a “coalition of the willing” to implement and strengthen mathematics pathways. Additionally, lessons are presented from Michigan's efforts to implement and scale math pathways that should be helpful to higher education institutions, associations, and systems in other states that want to make mathematics a tool for—rather than an obstacle to—student success.
Level:
State
Process Stage:
Getting Started, Planning
Role:
Policy, Math Department
Implementation teams from six states gathered together in Fall 2018 to discuss progress and continuous improvement for mathematics pathways as a part of the Mathematics Pathways to Completion (MPC) project. This 26–minute video discusses normative practice at the MPC event, focusing on a state–level understanding of normative practice.
Level:
State, Institution
Process Stage:
Planning, Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department
This 13–minute video, led by Susan Bickerstaff of CCRC, discusses five themes that emerged as a part of evaluating the MPC project.
Level:
State, Institution
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department
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 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 explores the question: What state-level structures, conditions, and processes facilitate statewide implementation of mathematics pathways?
Level:
State
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department
Six states gathered together in Fall 2018 to discuss progress and continuous improvement for mathematics pathways as a part of the Mathematics Pathways to Completion (MPC) project. This 13–minute video walks through the 3 essential elements of telling your story related to mathematics pathways in an effective and memorable way.
Level:
State, Institution, Classroom
Process Stage:
Planning, Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department
Six states gathered together in Fall 2018 to discuss progress and continuous improvement for mathematics pathways as a part of the Mathematics Pathways to Completion (MPC) project. This 13–minute video walks through the 3 essential elements of telling your story related to mathematics pathways in an effective and memorable way.
Level:
State, Institution
Process Stage:
Planning, Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department
The 2018 American Mathematical Association of Two-Year Colleges (AMATYC) standards guide lays out recommendations for impacting mathematical prowess, and improving mathematics education in the first two years of college. This guide builds on the content of, "Crossroads in Mathematics," and "Beyond Crossroads: Implementing Mathematics Standards in the First two years of College." As a part of this work, AMATYC outlines four pillars as key themes:

• Proficiency: Developing Students' Mathematical Knowledge
• Ownership: Taking Responsibility and Showing Initiative
• Engagement: Developing Intellectual Curiosity and Motivation in Learning Mathematics
• Student Success: Stimulating Student Achievement in Mathematics

Finally, this guide serves as a resource for professional growth, and as a framework to make significant changes at the individual, departmental, and college level.
Level:
Institution, Classroom
Process Stage:
Planning, Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department, Researchers