1. Gustavo Cepparo, Colleen Neroda, Mary Parker http://www.austincc.edu/math Follow the link to Statway.

2. Students haven’t been choosing to take statistics because they see it as hard, even when the faculty in their majors talk with them about why it would be useful. Haven’t had a good prerequisite course for it.

3.  A two-semester sequence (fall and spring)  The two Math for Stat courses are new courses we created. Math for Stat I Developmental math 4 contact hours MATH 1342 (special section) 3 contact hours + Math for Stat II Developmental math 1 contact hour

4. For both semesters:  Statway lessons and online interactive textbook.  Our usual MATH 1342 textbook and software (David Moore’s Basic Practice of Statistics)  Some supplemental materials on some of the math topics.

5.  Better for transferability to have students take MATH 1342 than create a new course  We will do somewhat more of the math in the first semester by rearranging the Statway materials to some extent.

6.  What? Basic Math Skills or an appropriate Assessment Test score  Why? ◦ Studies show that, overall, the group students who need to complete a sequence of multiple developmental math courses before going on have low persistence rates in college. ◦ The materials are accessible at that level.

7.  Statistics standards developed in cooperation with the Education section of the American Statistical Association.  Developmental mathematics standards developed with the American Mathematical Assn of Two-Year Colleges and the Mathematical Association of America.

8.  Presentation to counselors and advisors, with handouts.  Handouts for students “Do you need to take statistics?”  Handouts for students in developmental math classes about pathways through developmental math.  Classroom visits in appropriate classes.  Email message to students enrolled in Elementary Algebra.

9.  Classwork is mostly group activities, with many “rich tasks” with scaffolding.  Very detailed instructor notes for each activity, with suggestions for how to answer some typical questions and with checklists of things to mention in the “wrap-up” of the activity.  Emphasis on appropriate habits of mind, such as productive persistence.

10.  Review Lesson 3.1.1 – Introducing Scatterplots. This is a particularly good question to illustrate a rich task and scaffolding. (Email me for a copy of the lesson and instructor notes.)  http://www.carnegiefoundation.org/statway under Resources. http://www.carnegiefoundation.org/statway

11.  A few schools may be added during this academic year.  Considerably more schools will offer it next year.  Materials are Creative Commons License, so will be available.