MLCS NADE 2014

Math Literacy:A New Pathway for Non-STEM Majors

Kathleen AlmyRock Valley College

A New Pathways Option

In one semester (3 – 6 credit hours), Math Literacy for College Students gives a student at the beginning algebra level the mathematical maturity to be successful in statistics, liberal arts math, or intermediate algebra.

MLCS

The Problems Large number of students place

into developmental math

Most students only need statistics or liberal arts math to graduate

Students pass dev math but still not prepared for non-STEM courses

2009 2010 2011 2012 2013

AMATYC New Lifeinitiative

2009 2010 2011 2012 2013

AMATYC New Lifeinitiative

New Lifeleads to Statway & Quantway

2009 2010 2011 2012 2013

AMATYC New Lifeinitiative

New Lifeleads to Statway & Quantway

Work in IL begins

2009 2010 2011 2012 2013

AMATYC New Lifeinitiative

New Lifeleads to Statway & Quantway

Work in IL begins

MLCS pilot begins at RVC

2009 2010 2011 2012 2013

AMATYC New Lifeinitiative

New Lifeleads to Statway & Quantway

Work in IL begins

MLCS pilot begins at RVC

Interest grows; pilots planned and/or begin

2009 2010 2011 2012 2013

AMATYC New Lifeinitiative

New Lifeleads to Statway & Quantway

Work in IL begins

MLCS pilot begins at RVC

Interest grows; pilots planned and/or begin Project

begins to scalenationally

GoalsCreate an appropriate prerequisite for non-STEM courses

Update content

Balance instruction

Diversify assessment

Differentiate pathways

Build college readiness

Differing Approaches

MLCS

Quantway

Statway

One semester DM coursePreparation for multiple outcomes

One semester DM courseLike a quant lit course, just-in-time DM

Two semester DM + CL courseSatisfies a statistics requirement

One semester DM courseDescriptive statistics, just-in-time DM

Philosophy: College prep, not

college done earlier and slower

Role of algebra

Broad vs. narrow goals: Always moving forward

Looking forward to college readiness

Emphases: • contextual problems• realistic applications• unexpected algebra

Math Lit

college knowledge

readinggroup work

direct instruction

Excel

language of math

writing

open-ended projects

learning community

algebra

Traditional Approach:

Linear

Num

bers

Alg

ebra

Funct

ions

Pro

port

ions

Math Lit Approach:

Integrated & Layered

Different topic ordering

Geometry, statistics, student success, mathematical

success

Num

era

cy

Alg

ebra

ic

Reaso

nin

g

Pro

port

ional

Reaso

nin

g

Funct

ions

More than skills30% of what is

42?

MLCS Approach vs. Traditional Algebra:

Unit conversions

• Focus on skills in isolation

• Emphasis on dimensional

analysis

A doctor orders 200 mg of an antibiotic for an infant who weighs 15.4 lb. It should be taken every 8 hours. The medication label shows that 75–150 mg/kg per day is the appropriate

dosage range.

Determine if the dosage ordered is within the desiredrange.

MLCS Approach vs. Traditional Algebra:

Unit conversions

It’s not just… “Can you do it?”

It’s…

“Do you understand it well enough to use it?”

The power of context

Cost = 200 + 1.29n

y=mx+b

Snapshots

New student experience

• Engagement

• Connections

• Deliberate practice

• Different objectives

Aligns with the Common Core Emphasis on critical thinking, not just

skills

Use of open-ended problems

Integration of content

Aligned expectations

FAQs

Do students buy in?

What about factoring?

Does this course “dumb down” developmental math standards for entry into college level courses?

Are you pushing students away from STEM majors?

Challenges to implementation

State policies

Campus effects

Adjuncts

Training

Challenges to the classroom

Different expectations

Problems vs. exercises

Strong knowledge of content

Prealgebra MLCS

Intermediate Algebra

STEM & non-STEM

College Level Math

Non-STEMCollege Level Math

(Statistics, Liberal Arts

Math)

Implementation options: replace beginning algebra

Implementation options: support an emporium

Prealgebra

Beginning Algebra

Intermediate Algebra

College Level Math

Prealgebra

MLCS

Intermediate Algebra

STEM & non-STEMCollege Level Math

Non-STEMCollege Level Math

(Statistics, Liberal Arts

Math)

Beginning Algebra

Implementation options: augment traditional sequence

Implementation Ideas: 4th year high school course

Non-STEM College Level Math

Algebra 1 Geometry Algebra 2 MLCS

Prealgebra Algebra 1Basic Math

Prealgebra Algebra 1 Geometry MLCS

MLCS

OutcomesAlthough sample sizes are small…

• 60 - 70% pass MLCS

• No statistically significant difference in Gen Ed math or Stats based on prerequisite (algebra or MLCS)

• MLCS students pass traditional intermediate algebra at a higher rate than beginning algebra students.

Longterm tracking will continue for several more years.

Questions

kathleenalmy@gmail.com

http://almydoesmath.blogspot.com

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