Quantway A Quantitative Reasoning Alternative for

Developmental Mathematics

By Dr. Michael George Prof. Yevgeniy Milm BMCC- Mathematics

April 10th, 2014 The Office of Undergraduate Studies CUNY Central Office

Quantway at BMCC

http://youtu.be/UicG44k26u4

The problem with remedial algebra

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• Many students will never use it in their future coursework. • Many students will never use it in their careers • Many students will never use it in real life

We need mathematics for the developmental student whose major is:

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Behavioral Sciences (child development, psychology)

Biological Sciences Career Technical Communications/Journalism Criminal Justice Studies English and Foreign Languages Environmental Studies Fine and Performing Arts General Studies Geography/Geology Health Sciences (dental, medical,

x-ray)

Humanities Hospitality/Tourism/Culinary Humanities Kinesiology / Athletics Liberal Arts Nutritional Science Nursing Occupational Therapy Social Sciences (anthropology,

history, poli sci, sociology) Social Work Undecided

The Pathway opens doors for students…

Quantway I Course • Designed to replace traditional Beginning Algebra

developmental math course

• Has a strong focus on proportional reasoning and also covers algebraic topics such as linear and exponential equations

• Algebra is presented through a "quantitative literacy lens" with an emphasis on using and interpreting mathematics with less emphasis on algebraic manipulation of equations.

• Big emphasis on contexts: Citizenship, Personal Finance, and Medical Fluency

• Appropriate for students in programs that require a general education math course such as Math for Liberal Arts or program-specific math courses

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Quantway: Learning Outcomes

• Numerical Skills

• Proportional Reasoning

• Mathematical Modeling

• Algebraic Reasoning

• Statistical Thinking

MAT041Quantway First Unit

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Traditional vs. QuantwayTM Approach

Innovative Pedagogy

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• Collaborative Learning

• Productive Struggle

Authentic Contexts Algebraic Evaluation

Evaluate:

3x -5 when x=4

Quantway™ Evaluation

The formula for the braking distance of a car is

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1. Let f = 0.8 and G = 0.05. Write a simplified form of the formula using these values for the two variables.

2. How can you verify your predictions about the relationship between velocity and braking distance?

Comparative Concepts Linear Equations

Find the equation of the line passing through the points

(2,-4) and (-3,7).

Write the equation in

slope-intercept form.

Quantway™ Linear

You want to have your own phone and need to decide which option costs less. Note that the descriptions of these options are examples of verbal representations of the mathematical relationships.

• Per-Minute Pricing: There is a monthly fee of $15.99 plus $0.13 per minute.

• Unlimited Plan: The plan costs $39.99 per month. The phone is free and unlimited minutes of talk time are included, but a two-year contract is required.

Find linear models to help you decide.

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Curriculum Components

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Online Component (MyQuantway) Instructor & Student Course Guides

Homework = OCE + PNL Online Faculty Resource Site

Assessments

Origin of the Quantway Course

• Sponsored by the Carnegie Foundation for the Advancement of Teaching

• Representatives from eight community colleges from GA, NY, and OH involved in revision, development and piloting the original material

• Quantway launched in Spring 2012 semester

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Quantway Network Improvement Community (NIC)

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21 Community Colleges

10 States (CT, GA, HA, MA,

MN, NJ, NY, OH, WV, WI)

The BMCC Quantway Course Timeline:

• Year 1 (2010-2011)

• Initial co-development

• Year 2: (2011-2012)

• Lesson studies Fall 2011

• Piloted Spring 2012 (3 sections)

• Year 3: (2012-2013)

• Faculty Training (summer 2012 and winter 2013)

• 7 sections Fall 2012 and 17 sections Spring 2013

• Continuous faculty collaboration

• Year 4: (2013-2014)

• 17 sections Fall 2013 and 14 sections Spring 2014

• Lesson Studies and Curriculum improvement

• Continuous faculty collaboration

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Performance Analysis

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Students Performance in Elementary Algebra and Quantitative Literacy courses, Spring 2012 – Fall 2013

GROUPS Passed Failed

Elementary Algebra N=10265 (405 sections)

38% 3901

62% 6364

Quantitative Literacy N=1099 (44 sections)

60% 654

40% 445

Propensity Matching

QL

(N=418)

EA Matched (N=418)

All EA students (N=2433)

Passed 53% 29%* 33%* * Fisher’s exact test shows these differences between QL and EA pass rates to be significant at a level of p = .000.

Quantitative Literacy and Elementary Algebra, Spring 2013 pass rates

Quantitative Literacy N=418

Elementary Algebra (Matched)

N=418

Pass:

53%

29%

Fail: 29% 51%

Withdrew Officially 8% 9%

Withdrew Unofficially

8% 9%

Never attended 2% 2%

Quantitative Literacy and Elementary Algebra, Spring 2013 Pass Rates

Quantitative Literacy and Elementary Algebra, Spring 2013 Pass Rates

QL Group EA Matched

Group

Enrolled in next Level Math Course 159 87

Passed 110 44

% Passed 69% 51%

QL and EA restricted matched cohort groups passing rates by the end of Fall 2013

QL Group EA Matched

Group

Enrolled in credit-bearing math course 159 67

Passed 110 40

% Passed 69% 60%

Propensity Matching

Future of the Quantway Project

• Curriculum still a work-in-progress

• Faculty training is essential

• Promotion of Quantway Project in NY and beyond

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