Developmental Mathematics Summit: The Conversation Continues AMATYC Thursday, 9:10 to 11:10 am.

Developmental Mathematics Summit: The Conversation

Continues

AMATYCThursday, 9:10 to 11:10 am

Introduction of PanelistsModerator: Julie Phelps – Valencia College, FL

Panelists:

Ann Edwards – Carnegie Foundation

Joanne Peeples – MAA

Frank Savina – Dana Center

Paul Nolting – Learning Specialist (MAA, AMATYC, NADE member)

Linda Zientek – AMATYC

Hunter Boylan – NCDE

Rebecca Goosen – NADE

Last Years Planning Template

Proposal- National Models/Interventions Contextualized LearningModularizedEmporium Co-curricular/paired classes/co-requisite Accelerated/CompressedCurriculum Reform for Pathways Online/HybridOther math learning strategies

Policy changes? Where?Connecticut

Texas

California

Idaho

Many others…

Florida!!!!

(It can’t happen to us!)

Developmental Education SB1720Florida Statute Section 1008.30

•Common placement testing for public postsecondary education – “… entered 9th grade in a Florida public school in the 2003-2004 school year…student who graduated with a standard high school diploma…or a student who is serving as an active duty member… shall not be required to take the common placement test and shall not be required to enroll in developmental education …”

•Developmental education may be delivered through a variety of accelerated and co-requisite strategies and includes any of the following: (a) Modularized, (b) Compressed, (c) Contextualized, (d) Co-requisite

•Meta Majors: Arts, Humanities, Communication and Design; Business; Education; Health Sciences; Industry/Manufacturing and Construction; Public Safety; Science, Technology, Engineering, and Mathematics; Social and Behavioral Sciences and Human Services

shall not be required to take the common placement test and shall not be required to enroll in developmental education …”

Florida’s New

Statistics Pathway

Math PathwaysYour math pathway is determined by your specific major within the Meta-Major. See a counselor or advisor for a recommendation.For arts/humanities/communications/design and education it is recommended to meet with a counselor or advisor regarding your degree plan pathway.

Liberal Arts Pathway• Social and Behavioral Sciences• Human Services

Health Sciences Public Safety

Algebra Pathway• Business• Science, Technology,

Engineering, and Math• Industry, Manufacturing,

and Construction

Statway and Quantway Creating New Opportunities

for Students

Ann Edwards, Director of Advancing Quality Teaching

How can we make sure that pathways students are more

successful than those who take the traditional route?

9

Elem. Algebra

Int. Algebra

College Math

Semester1

Semester 2

Semester 3 or more

College Math

Credit

College Math

Credit

College Math

Credit

College Math

Credit

StatwayQuantway

A Solution: Coherent, Intensive Learning Pathways

What Colleges Traditionally Have Done

Statway is effective across different sex and race/ethnicity groups

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Black Hispanic White Other Black Hispanic White OtherFemale Male

7%12%

17% 20%

9%

17%20% 17%

49% 49%

67%

52%

38%42%

59%52%

Non-Statway Statway

Note. Data from unknown sexstatus were excluded; very few were unknown. “Other” also contains data from unknown race/ethnicity status.

Quantway is effective across different sex and race/ethnicity groups

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Note. “Other” also contains data from unknown race/ethnicity status.

Black White Other Black White OtherFemale Male

35%43% 41%

31%36%

32%

43%

64%56%

44%

71%

62%

Non-Quantway Quantway

[email protected]

www.carnegiefoundation.org

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How is MAA addressing the changes?Joanne Peeples

MAA: at Joint Math Meetings (JMM) Monday January 12, 2015, 8:00 a.m.-10:55 a.m. and 1:00 p.m. – 4:15 p.m.MAA Session on The Times They Are a Changin': Successful Innovations in Developmental Mathematics Curricula and Pedagogy

Monday January 12, 2015, 8:00 a.m.-10:20 a.m.MAA Session on Collaborations between Two-Year and Four-Year Institutions that Create Pathways to a Math Major

EPCC: Caution! Don’t try too

much!

How is my college handling the changes?

The New Mathways Project: STEM Pathway

Reasoning with Functions I and II(to follow: Foundations of

Mathematical Reasoning)

How am I using my experiences to contribute the new models?

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National Trends In Collegiate Mathematics

AMATYCNovember 13, 2014

Uri Treisman and Frank SavinaThe Charles A. Dana Center

at The University of Texas at Austin

Contact Information

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• General information about the Dana Center: www.utdanacenter.org

• Higher Education work: www.utdanacenter.org/higher-education/

• To receive monthly updates about the NMP, contact us at: [email protected]

– Amy Getz (general NMP issues): [email protected]

Dr. Paul NoltingLearning Specialist

Question: Due to the new

redesigns why do math students have to

become improved learners?

www.academicsuccess.com

[email protected]

VARIABLES CONTRIBUTING TO SUCCESS IN MATHEMATICS

Cognitive Entry Level Skill+

IQ

50%

Placement

Grades

Math history

Learning Disabilities

Aptitude

Learning speed

25% 25%

Quality of Instruction

Locus of ControlSelf-perceptionSelf-efficacyAnxietyStudy BehaviorsSES

Tutor training

Learning styles

Math redesigns

On line vs. classroom

Math study skills classroom & online

Persistence

My Math Success Plan

Redesigns and Affective CharacteristicsAccelerated/Compressed – Students must be faster learners with efficient learning behaviors

Modularized – Time management & self learning study skills

Emporium – Computer based & self learning skills example: note-taking, reading skills, test-taking & others

Co-curricular/paired – Student are supported with math study skills and motivation

Pathways reform- need supportive course

Online/Hybrid – Online math readiness- procrastination , other

Math Study Skills Content

How Learning Math is Different and Why it Pays OffAssessing Math Learning Strengths – MSSE, TAI, LOCReducing Math/Test Anxiety and Managing PTSDSetting Up an Effective Study EnvironmentUnderstanding/Improving MemoryImproving Listening and Math Note-Taking – Classroom

and OnlineImproving Math Reading and Homework Skills – Classroom

and OnlineImproving Math Test-Taking Skills – Classroom and OnlineTaking Control Over Motivation - My Math Success Plan

Math Summit Study Skills Plan workshop– Sat 11:55–12:45

Research and Follow-up Conversations

Paul Nolting , Ph.D.

[email protected]

941-951-8160

Math research and strategies to improve math success www.academicsuccess.com

AMATYC Developmental Mathematics Committee

Question: Do course redesigns need to address the various sources of self-efficacy?

Chair – Linda Zientek

[email protected]

Committee Meeting Friday

References provided in handout

Bandura (1997) identified perceived self-efficacy as “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (p. 3).

Self-efficacy pertains to students’ confidence to perform a task and has been directly related to academic performance (see Usher & Pajares, 2008).

Bandura postulated that addressing self-efficacy would alleviate mathematics anxiety.

Self-Efficacy

Self-Efficacy

Bandura (1997) outlined four sources of information from which a sense of self-efficacy is constructed. These four sources are (a) enactive mastery experiences (b) vicarious experiences, (c) verbal persuasion (d) physiological and affective states

PLAYING THE HAND YOU’RE DEALT: WHAT TO DO WHEN SOMEONE ELSE IS TELLING YOU WHAT TO DO

PRESENTED FOR THE AMERICAN MATHEMATICAL ASSOCIATION OF THE TWO-YEAR COLLEGE

NOVEMBER 13, 2014

HUNTER R. BOYLAN, PH.D.

DIRECTOR, NCDE

PRESENTER

WHAT WE CAN DO TO IMPROVE SUCCESS IN DEVELOPMENTAL MATH COURSES…

• Integrate your course with campus learning center activities.

• Teach math study skills as part of your course.

• Provide tips for overcoming math anxiety.

• Allow students to do math homework during class time.

WHAT WE CAN DO TO IMPROVE SUCCESS IN DEVELOPMENTAL MATH COURSES…

• Ask reading instructors to teach students how to read math problems.

• Encourage integration of math thinking and logic across the curriculum.

• Require students to get additional tutoring.

• Mandate that students begin module testing immediately.

NATIONAL CENTER FOR DEVELOPMENTAL EDUCATION

• Publishes research on developmental math through the Journal of Developmental Education and Research in Developmental Education.

• Engages in ongoing study of promising math teaching techniques.

• Provides professional development for math instructors.

• Evaluates developmental math programs.

www.ncde.appstate.edu

From an administrative position, how do we know

new redesigns are working?

Rebecca Goosen, NADE

[email protected]

Measures of Successat San Jacinto College

Financial implications and ROI

Qualitative measures

Institutional buy in

Faculty/staff buy in

NADEMathematic Strand at NADE Conference

Written Policy Statements about Redesign

Posted to the Learning List Serve

Formed Alliances With Organizations Committed to ChangeDana Center-New Mathway ProjectAchieving the DreamAmerican Association of Community Colleges

www.nade.net Rebecca Goosen

Self-Efficacy References Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-

Hall. Fong, C. J., Zientek, L. R., & Phelps, J. M. (2014). Between and within ethnic differences in strategic learning: A study of

developmental mathematics students. Social Psychology of Education: An International Journal. Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle

school students. Contemporary Educational Psychology, 24, 124-139. doi:10.1006/ceps.1998.0991 Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving .

Contemporary Educational Psychology, 20, 426-443. doi:10.1006/ceps.1995.1029 Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path

analysis. Journal of Educational Psychology, 86, 193-203. doi:10.1037/0022-0663.86.2.193 Zientek, L. R., Yetkiner, Z. E., Fong, C., & Griffin, M. (2013). Student success in developmental mathematics courses.

Community College Journal of Research and Practice, 37, 990-1010. Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school

students. Contemporary Educational Psychology, 31, 124-141. doi:10.1016/j.cedpsych.2005.03.002 Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions.

Review of Educational Research, 78, 751-796. doi:10.3102/0034654308321456 Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational

Psychology, 34, 89-101. doi:10.1016/j.cedpsych.2008.09.002 Young, D. B., & Ley, K. (2003). Self-regulation support offered by developmental educators. Journal of Developmental

Education, 27, 2-10. Zientek, L. R.,& Thompson, B. (2010). Using commonality analysis to quantify contributions that self-efficacy and

motivational factors make in mathematics performance. Research in The Schools, 17, 1-12. Zientek, L. R., Yetkiner, Z. E., Fong, C., & Griffin, M. (2013). Student success in developmental mathematics courses.

Community College Journal of Research and Practice, 37, 990-1010. Zientek, L. R., Yetkiner, Z. E., & Thompson, B. (2010). Characterizing the mathematics anxiety literature using confidence

intervals as a literature review mechanism. The Journal of Educational Research, 103, 424-438. Zimmerman, B. J., Moylan, A., Hudesman, J., White, Niesha, & Flugman, B. (2011). Enhancing self-reflection and

mathematics achievement of at-risk urban technical college students. Psychological Test and Assessment Modeling, 1, 141-160.