1. Recommendations from Indiana’s Math Innovation Council
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
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

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
Be innovative about how these goals are accomplished

5. 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

6. 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

7. 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

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

9. 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

10. 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

11. 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

12. Meta-Major List with Recommended Gateway Math Couse

13. 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

14. Math Course Enrollment & Pass Rates All Institutions