TWO PATHS THROUGH DEVELOPMENTAL MATHEMATICS?

The Parkland Redesign Adventure

Erin Wilding-Martin and Brian Mercer

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

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?

So we weighed the pros and cons

Could beef up int alg 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

Pros Cons

And it appeared that it was mostly just fear holding us back.

Flow Chart for the New Curriculum

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

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

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

Implementation Issues

College buy-in Educating advisors Educating other departments Marketing to students

College-wide

Implementation Issues

Faculty buy-in for content and pedagogy

Materials Classroom layout Scheduling Assessment

Departmental

Implementation Issues

Student expectations Technology Group dynamics Learning styles

Student

Implementation Issues

Initial training Technology Pedagogy Confidence

Instructor

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

Contact infoErin Wilding-Martinemartin@parkland.edu

Brian Mercerbmercer@parkland.edu