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Math Pathways

Math Pathways. Recommendations from Indiana’s Math Innovation Council. The Paradox. Illiteracy carries social shame Innumeracy (“being bad at math”) is acceptable Increasingly quantitative, data-driven world. The Project.

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Math Pathways

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  1. Math Pathways Recommendations from Indiana’s Math Innovation Council

  2. The Paradox • Illiteracy carries social shame • Innumeracy (“being bad at math”) is acceptable • Increasingly quantitative, data-driven world

  3. The Project • 2014 Collaboration with Complete College America and Charles Dana Center at the University of Texas-Austin • Indiana selected along with Colorado, Montana, Nevada, Ohio and Missouri • Indiana Math Innovation Council formed • Math faculty from all public institutions • Institutional Research representative

  4. The Goal • Increase success rates in gateway courses without compromising the integrity of mathematics • Align mathematics requirements to the competencies required for academic and career success

  5. What quantitative skills do students need? Introductory Skills • Statistics • Probability • Finance • Logic • Critical Thinking Analytical Skills • Data analysis • Conditional probability, independence and random experiments • Proportional reasoning • Curve fitting and correlation • Graph theory

  6. What are the common features of these quantitative skills? • Practical, robust habit of mind • Employed in every aspect of an alert, informed life • Essential for all graduates’ personal and civic responsibilities • Anchored in context • Objects of study are data

  7. How is traditional math different? • Abstract, deductive reasoning • Serves primarily professional purposes • Employed in STEM professions • Rises above context • Objects of study are ideals

  8. What is College Algebra’s purpose? • Prepare students for Calculus • Serve as one option to fulfill general education math requirement • Traditionally, the “keep options open” choice

  9. Recommendations Develop Quantitative Reasoning Courses • CTL Math panel: Consider inclusion of a quantitative reasoning course in the Core Transfer Library • Math Departments: Develop or modify existing QR-like course to fit Core Transfer Library course description

  10. Recommendations Modify Degree Requirements • All Departments: Align math requirements to recommendation (along meta-major lines) • All Stakeholders: Push for statewide uniformity in support of streamlined transfer

  11. Meta-Major List withRecommended Gateway Math Couse

  12. Recommendations Alter Advising Systems and Practices • Administrators: Incorporate suggested math as default on degree maps • Advisors: • Use meta-majors to steer students to best math in first year • Challenge conventional wisdom on “keeping doors open” with college algebra

  13. Math Course Enrollment & Pass RatesAll Institutions

  14. Panel Discussion Ken Sauer, Ph.D. Commission for Higher Education Jeff Watt, Ph.D. IUPUI Carrie McCammon Ivy Tech Liz Brown, Ph.D. Indiana State University

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