TWO PATHS THROUGH DEVELOPMENTAL MATHEMATICS? The Parkland Redesign Adventure Erin Wilding-Martin and Brian Mercer

Our Charge  To investigate issues related to the algebra sequence and:  to determine what the problems are;  to determine the characteristics of the populations who are affected by them, and who are not;  to propose remedies in the form of long and short term goals

We considered…  State and national discussions about students who are not bound for college algebra  Can we provide a quality option that would be more beneficial to their educational path?  Can we provide a quality option that would reduce time in developmental coursework?

So we weighed the pros and cons  Could beef up int alg for those headed to col alg without hurting others  Could add some really interesting topics to the gen ed track  Could free up time in the gen ed track for more critical thinking and problem solving  Fears about a second track that doesn’t look like intermediate algebra  Fears about “watering things down”  Fears about advising nightmares ProsCons And it appeared that it was mostly just fear holding us back.

Flow Chart for the New Curriculum

College Algebra-Bound Track  Intermediate algebra  Added exponentials and logarithms to increase algebraic rigor and pace of the course  Cover all topics more in-depth and with more rigor  Offer courses in halves so students can start over at midterm

Gen Ed Track (Mathematical Literacy)  Topics chosen to prepare students for General Education Mathematics and Statistics, and Life  Algebra addressed in context, focus on numeracy and functions  Data analysis and modeling integrated throughout  Incorporate reading, writing, technology

Gen Ed Track (Mathematical Literacy)  Group-based problem-solving pedagogy  Use an online homework system for more skill practice outside of class  Work on problem-solving, critical thinking, and conceptual understanding in class  Look at real data, explore patterns, create models, solve problems, have fun

Implementation Issues  College buy-in  Educating advisors  Educating other departments  Marketing to students College-wide

Implementation Issues  Faculty buy-in for content and pedagogy  Materials  Classroom layout  Scheduling  Assessment Departmental

Implementation Issues  Student expectations  Technology  Group dynamics  Learning styles Student

Implementation Issues  Initial training  Technology  Pedagogy  Confidence Instructor

Timeline  Investigation and department approval - Spring 2012  Began class testing and finalized content - Fall 2012  Continued class testing and PR tour - Spring 2013  Full implementation in both tracks - Fall 2013  Assessment and Revision ongoing

Contact info Erin Wilding-Martin Brian Mercer