math pathways recommendations from indiana’s math innovation council
TRANSCRIPT
![Page 1: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/1.jpg)
Math Pathways
Recommendations from Indiana’s Math Innovation Council
![Page 2: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/2.jpg)
The Paradox
• Illiteracy carries social shame• Innumeracy (“being bad at math”) is acceptable• Increasingly quantitative, data-driven world
![Page 3: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/3.jpg)
The Project
• 2014-15 Collaboration with Complete College America and Charles Dana Center at the University of Texas-Austin
• Indiana invited to participate along with Colorado, Montana, Nevada, Ohio and the University of Houston
• Indiana Math Innovation Council formed– Math faculty from all public institutions– Institutional Research representative
![Page 4: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/4.jpg)
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
• Be innovative about how these goals are accomplished
![Page 5: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/5.jpg)
The Context
• Builds on past work for streamlined transfer– Core Transfer Library (CTL)– Statewide Transfer Core (STGEC)– Statewide Transfer Pathways (TSAPS)
• Consistent with VALUE Rubric and Degree Qualifications Profile
![Page 6: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/6.jpg)
What quantitative skills do students need?
• Council surveyed deans of non-STEM departments
• Deans’ response to the question– Introductory skills in a variety of areas (e.g., finance,
statistics, logic)– Analytical skills
![Page 7: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/7.jpg)
What are the common features of these quantitative skills?
• Practical, robust habit of mind• Anchored in context• Objects of study are data• Employed in every aspect of an alert, informed
life• Essential for all graduates’ personal and civic
responsibilities
![Page 8: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/8.jpg)
How is traditional math different?
• Abstract, deductive reasoning• Serves primarily professional purposes• Employed in STEM professions• Rises above context• Objects of study are ideals
![Page 9: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/9.jpg)
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– Traditionally, the default advising option for all
students
![Page 10: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/10.jpg)
Recommendations
Develop Quantitative Reasoning Courses• CTL Math panel: Agree on the content and
learning outcomes of a QR course for Indiana• Math Departments: Develop or modify existing
QR-like course to fit Core Transfer Library course description
• CTL Math panel: Consider inclusion of a quantitative reasoning course in the Core Transfer Library
![Page 11: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/11.jpg)
Recommendations
Modify Degree Requirements • All Departments: Align math requirements to
recommendation (along meta-major lines)• All Stakeholders: Push for statewide consensus in
support of streamlined transfer and more informed advising
![Page 12: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/12.jpg)
Meta-Major List withRecommended Gateway Math Couse
![Page 13: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/13.jpg)
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– Provide alternatives to the conventional wisdom
about“keeping doors open” with college algebra
![Page 14: Math Pathways Recommendations from Indiana’s Math Innovation Council](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697bfbb1a28abf838ca0ac2/html5/thumbnails/14.jpg)
Math Course Enrollment & Pass RatesAll Institutions