Developmental
Mathematics Summit:
The Conversation
Continues
AMATYC
Thursday, 9:10 to 11:10 am
Introduction of Panelists
Moderator: 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
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Contextualized Learning
Modularized
Emporium
Co-curricular/paired classes/co-requisite
Accelerated/Compressed
Curriculum Reform for Pathways
Online/Hybrid
Other math learning strategies
Policy changes? Where?
 Connecticut
 Texas
 California
 Idaho
Many others…
Florida!!!!
(It can’t happen to us!)
Florida’s New
Developmental Education SB1720
Florida 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
…” to take the common placement test and shall
shall not be
required
not be required to enroll in developmental education …”
•Developmental education may be delivered through a variety of accelerated and corequisite 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
Math Pathways
Your 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.
Statistics 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
How can we make sure that pathways
students are more successful than those who
take the traditional route?
Ann Edwards, Director of Advancing Quality Teaching
A Solution: Coherent, Intensive Learning Pathways
Statway
Quantway
Semester
1
Elem.
Algebra
Semester
2
Int.
Algebra
College
Math
Credit
Semester
3 or more
College
Math
College
Math
Credit
What Colleges Traditionally Have Done
9
Statway is effective across different sex and
race/ethnicity groups
Non-Statway
Statway
67%
59%
52%
49%
49%
52%
42%
38%
17%
12%
20%
17%
9%
7%
Black
20%
17%
Hispanic
White
Female
Other
Black
Hispanic
White
Other
Male
Note. Data from unknown sexstatus were excluded; very few were unknown. “Other” also
contains data from unknown race/ethnicity status.
10
Quantway is effective across different sex and
race/ethnicity groups
Non-Quantway
Quantway
71%
64%
62%
56%
43%
43%
44%
41%
35%
31%
Black
White
Other
Black
Female
36%
White
32%
Other
Male
Note. “Other” also contains data from unknown race/ethnicity status.
11
pathways@carnegiefoundation.org
www.carnegiefoundation.org
12
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
How is my college handling
the changes?
EPCC: Caution!
Don’t try too
much!
How am I using my experiences
to contribute the new models?
The New Mathways Project:
STEM Pathway
Reasoning with Functions I and II
(to follow: Foundations of
Mathematical Reasoning)
National Trends In Collegiate
Mathematics
Uri Treisman and Frank Savina
The Charles A. Dana Center
at The University of Texas at Austin
AMATYC
November 13, 2014
16
Contact Information
• 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: mathways@austin.utexas.edu
– Amy Getz (general NMP issues):
getz_a@austin.utexas.edu
21
Dr. Paul Nolting
Learning Specialist
Question:
Due to the new
redesigns why do
math students have
to become improved
learners?
www.academicsuccess.com
Pnolting@aol.com
VARIABLES CONTRIBUTING TO SUCCESS IN MATHEMATICS
Placement
Grades
Aptitude
Cognitive Entry Level Skill
+
Math history
IQ
Learning
Disabilities
50%
25%
Tutor training
Learning styles
Learning speed
Quality of
Instruction
Math redesigns
On line vs. classroom
25%
Locus of Control
Self-perception
Self-efficacy
Anxiety
Study Behaviors
SES
Math study skills
classroom & online
Persistence
My Math Success Plan
Redesigns and Affective Characteristics
Accelerated/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 Off
Assessing Math Learning Strengths – MSSE, TAI, LOC
Reducing Math/Test Anxiety and Managing PTSD
Setting Up an Effective Study Environment
Understanding/Improving Memory
Improving Listening and Math Note-Taking – Classroom
and Online
Improving Math Reading and Homework Skills – Classroom
and Online
Improving Math Test-Taking Skills – Classroom and Online
Taking 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.
pnolting@aol.com
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
 lrzientek@shsu.edu
 Committee Meeting Friday
 References provided in handout
Self-Efficacy
 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
 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 . B OY L A N, PH.D.
D I R EC TOR , NC D E
PR ESENTER
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
Rebecca.goosen@sjcd.edu
Measures of Success
at San Jacinto College
 Financial implications and ROI
 Qualitative measures
 Institutional buy in
 Faculty/staff buy in
NADE
 Mathematic Strand at NADE Conference
 Written Policy Statements about Redesign
 Posted to the Learning List Serve
 Formed Alliances With Organizations Committed to
Change
 Dana Center-New Mathway Project
 Achieving the Dream
 American Association of Community Colleges
www.nade.net
Rebecca Goosen
Self-Efficacy References
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Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: PrenticeHall.
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.