Increasing Student Success in Developmental Mathematics Proceedings of a Workshop (2019) / Chapter Skim
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4 Promising Approaches for Transforming Developmental Mathematics Education
4 Promising Approaches for Transforming Developmental Mathematics Education
Pages 55-72
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From page 55... ...
the importance of faculty understanding the desired outcomes of their work, which include ensuring that students learn quantitative skills to be successful in their programs and careers, helping students develop their mathematical identities and find the joy in mathematics, providing students with viable pathways to careers of interest, and raising students' expectations of themselves and their capacities; and (2) classroom-level instruction is a promising area for future research, given the significant gains in student success that have been made with little to no large-scale change at the classroom level and the substantial portion of students who are not successful even in these new reform contexts.
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From page 56... ...
She expressed hoped that, during the remaining sessions of the workshop, participants would consider how to "center the student experience in mathematics." She suggested that the next phase of research should continue to identify limitations in the system, including the student groups that are not being well served; build faculty capacity for meeting students' needs; help understand something new about students' experiences, especially how they are learning; and illuminate key features of high-quality implementation of the most promising reforms, which is discussed in the following section.
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From page 57... ...
Carnegie's development of the Statway and Quantway mathematics pathways. These new models include changes in course structure, in curricular structure, in how faculty and administrators help students navigate the college experience, and in pedagogy, respectively.
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This demonstrates that students tend to succeed when remediation is provided in a just-in-time, parallel fashion, instead of when it is front loaded as a prerequisite course, he continued. Regarding student success rates in concurrent reforms such as mathematics pathways, he noted that more students take and pass precalculus after the co-requisite college algebra class (19% and 66%, respectively)
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USG System-wide Comparison of Success in Gateway Math Classes FIGURE 4-1 University System of Georgia comparison of success in gateway mathematics classes systemwide. SOURCES: Denley (2019, slide 8)
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. The Dana Center Mathematics Pathways (DCMP)
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at the data and determining that there was a better way to serve students, the approach was changed to a one-semester model. CUNY Start Jeanette Kim, interim university assistant dean for Pre-Matriculation Programs and Program Assessment at CUNY, described her institution as the largest urban university system in the United States, with 25 campuses and more than 240,000 undergraduates -- 97,000 of whom are seeking associate's degrees.
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The CUNY Start mathematics program focuses specifically on developing students' growth mindsets, promoting conceptual understanding, and emphasizing collaborative learning. Upon completion of the program, students take the CUNY elementary algebra final exam, which is a systemwide exit standard for remediation; this consistent measure demonstrates that CUNY Start students are held to the same standards as other CUNY students, Kim explained.
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From page 63... ...
CUNY Start is also trying to identify students who have failed traditional developmental mathematics courses twice in order to provide these students with the needed supports to avoid being dismissed from the institution. Lastly, CUNY Start is creating a pipeline for students to move into CUNY Accelerated Study in Associate Programs (see Chapter 2 and Chapter 5)
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From page 64... ...
These students are also earning 4-year degrees at more than two times the rate of their matched peers. Klipple emphasized that there are still approximately 500,000 students enrolled in traditional developmental mathematics sequences annually who 5The Carnegie Foundation for the Advancement of Teaching aims to build a field around the use of improvement science and networked improvement communities to solve longstanding inequities in educational outcomes.
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are unable to continue in college and achieve their career goals. She said that the mathematics education community has a moral imperative to reform developmental education and eliminate its barriers to success.
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Philip Uri Treisman suggested that workshop participants review the work of Catherine Good, of Baruch College, to better understand how the absence of a sense of belonging can negatively impact student success in science, technology, engineering, and mathematics pathways. Several participants highlighted that discussions about student success in the era of reform often include concerns about academic rigor.
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From page 67... ...
Julie Phelps added that the majority of submissions to the 2019 American Mathematical Association of Two-Year Colleges Conference highlighted reformed approaches instead of traditional developmental mathematics -- of the 300 proposals received, approximately 20 retained the traditional phrases "developmental education" or "remedial math." Another indication that transformation is under way throughout the professional societies is the decision of the National Association for Developmental Education to change its name to the National Organization for Student Success, she continued. SYNERGY OF MATHEMATICS REFORM EFFORTS AND OVERALL STRATEGIES TO TRANSFORM UNDERGRADUATE EDUCATION As the discussion of scaling promising models for change continues, it is important to consider the larger-scale changes that are occurring within
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From page 68... ...
Treisman explained that in his perspective reforms, to developmental mathematics education gained traction with the recession of 2008, when financial challenges and enrollment crises in the United States motivated institutions to focus on improving student success. At the same time, professional organizations began to change their standards of responsible practice, issuing strong policy statements that reinforced the mathematics pathways movement.
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From page 69... ...
Following up on that concept, Treisman asked if there are emerging issues for undergraduate institutions more broadly, and Mitchell replied that offering courses that transfer from 2- to 4-year institutions remains a key barrier in helping students transition between campuses. Noting that 40 percent of community colleges in the state of Texas have high school students comprising 25 percent of their enrollment, Treisman reiterated that the boundaries between K–12 and higher education are fundamentally changing; he wondered about the leading edge of innovation to manage this transition and to align pathways.
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From page 70... ...
When panelists invited workshop participants to share their commentary on the synergy between reforms in mathematics education and those in undergraduate education more broadly, Ted Coe, director of mathematics at Achieve, suggested that conversations about college readiness should align with discussions about career readiness (e.g., determining what mathematics courses might be needed by students in an associate's program for future careers and spreading that message)
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April Strom, professor of mathematics at Chandler–Gilbert Community College and a vice president of the American Mathematical Association of Two-Year Colleges, suggested funding for community college faculty to engage in partnerships with K–12 faculty and to support the development of K–16 professional development centers. Phelps agreed that community college faculty should be supported to engage in these conversations and to help design reform implementation strategies.
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