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Redesigning Developmental Mathematics: A New Path for Student Success at Parkland College

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zelia
15 diapositives · 312 Views · Jul 30, 2014

This presentation explores the redesign of developmental mathematics at Parkland College undertaken by Erin Wilding-Martin and Brian Mercer. The focus is on investigating the algebra sequence challenges, understanding affected student populations, and proposing long-term and short-term solutions. The new curriculum aims to provide quality educational options that enhance learning experiences for college-bound and general education students alike. Key features include integrated data analysis, group-based problem-solving, and a focus on numeracy skills, ultimately enhancing critical thinking and reducing time spent in developmental courses.

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  1. Two Paths Through Developmental Mathematics? The Parkland Redesign Adventure Erin Wilding-Martin and Brian Mercer

  2. 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

  3. 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?

  4. So we weighed the pros and cons Pros Cons • Could beef up intalg 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 And it appeared that it was mostly just fear holding us back.

  5. Flow Chart for the New Curriculum

  6. 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

  7. 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

  8. 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

  9. Implementation Issues College-wide • College buy-in • Educating advisors • Educating other departments • Marketing to students

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

  11. Implementation Issues Student • Student expectations • Technology • Group dynamics • Learning styles

  12. Implementation Issues Instructor • Initial training • Technology • Pedagogy • Confidence

  13. 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

  14. Contact info Erin Wilding-Martinemartin@parkland.eduBrian Mercerbmercer@parkland.edu