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Math Pathways. Recommendations from Indiana’s Math Innovation Council. The Paradox. Illiteracy carries social shame Innumeracy (“being bad at math”) is acceptable Increasingly quantitative, data-driven world. The Project.

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## Math Pathways

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**Math Pathways**Recommendations from Indiana’s Math Innovation Council**The Paradox**• Illiteracy carries social shame • Innumeracy (“being bad at math”) is acceptable • Increasingly quantitative, data-driven world**The Project**• 2014 Collaboration with Complete College America and Charles Dana Center at the University of Texas-Austin • Indiana selected along with Colorado, Montana, Nevada, Ohio and Missouri • Indiana Math Innovation Council formed • Math faculty from all public institutions • Institutional Research representative**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**What quantitative skills do students need?**Introductory Skills • Statistics • Probability • Finance • Logic • Critical Thinking Analytical Skills • Data analysis • Conditional probability, independence and random experiments • Proportional reasoning • Curve fitting and correlation • Graph theory**What are the common features of these quantitative skills?**• Practical, robust habit of mind • Employed in every aspect of an alert, informed life • Essential for all graduates’ personal and civic responsibilities • Anchored in context • Objects of study are data**How is traditional math different?**• Abstract, deductive reasoning • Serves primarily professional purposes • Employed in STEM professions • Rises above context • Objects of study are ideals**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**Recommendations**Develop Quantitative Reasoning Courses • CTL Math panel: Consider inclusion of a quantitative reasoning course in the Core Transfer Library • Math Departments: Develop or modify existing QR-like course to fit Core Transfer Library course description**Recommendations**Modify Degree Requirements • All Departments: Align math requirements to recommendation (along meta-major lines) • All Stakeholders: Push for statewide uniformity in support of streamlined transfer**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 • Challenge conventional wisdom on “keeping doors open” with college algebra**Panel Discussion**Ken Sauer, Ph.D. Commission for Higher Education Jeff Watt, Ph.D. IUPUI Carrie McCammon Ivy Tech Liz Brown, Ph.D. Indiana State University

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