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Pathways in Math Literacy. Dave Sobecki Miami University Hamilton Brian Mercer Parkland College. We begin with a metaphor…. Online Dev Math. The scope of the problem: (National) • Over 60% of entering students require remedial classes • 70% of those NEVER COMPLETE DEV MATH

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pathways in math literacy

Pathways in Math Literacy

Dave Sobecki

Miami University Hamilton

Brian Mercer

Parkland College

slide3

The scope of the problem:

(National)

• Over 60% of entering students require remedial classes

• 70% of those NEVER COMPLETE DEV MATH

• In an average year, about 4.5 million students begin college; 1.9 million will never even qualify for a college-level math course.

(Carnegie Foundation)

slide6

Of those, how many have received credit for a college-level math course after 1 year?

Actually, 3.54

slide11

100 students enroll in public colleges in Ohio.

49 of them enroll in two-year schools.

slide16

Clearly, people…

WE HAVE A PROBLEM

slide18

It has been joked…

…that change in math happens one retirement at a time.

slide19

Developmental Algebra at Parkland:

  • Approximately 2/3 of incoming freshmen place into developmental math.
  • Approximately 3/4 of those students are on a non-STEM path.
  • Approximately 55% success at each of three levels of algebra.
slide21

Old Parkland College

Developmental Algebra Sequence

slide22

A friend from Texas recently shared…

…no man\'s life, liberty, or property are safe while the legislature is in session.

slide23

So what did we do?

We formed yet another committee!

slide24

Background:

  • Taught a Beginning and Intermediate combo course for many years
  • 2003 pilot Intermediate Algebra/Intro to Statistics course
  • Conversations with administration at Parkland
  • Movement on a state and national level
  • How I got involved
slide25

What is Pathways?

A new developmental math course for non-STEM students

slide27

New Parkland College

Developmental Algebra Sequence

slide28

Goals?

  • Alternate but still challenging path
  • Math in context
  • Relevant
  • Critical thinking
  • Address needs of students
  • Accessible style for students
  • Sense of comfort for faculty
slide29

Setting Expectations:

Daily Responsibilities:

Attend class, attempt to see value in the mathematics we examine, know why you are here, show you care, and try your best.

slide31

Productive Struggle:

  • Real problems aren’t easy
  • Persistence will pay off
  • Take responsibility
slide33

This isn’t an algebra class!

  • Very few lectures
  • Active participation required
  • Reading, writing, and technology
  • Group work
  • All basic skills problems are online
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