Developmental Mathematics Reforms Can Be Enhanced by Improved Teaching: A New Study Shows How Lesson Study Can Help

There is an urgent need to support faculty to meaningfully change their teaching practice, but few professional development models in higher education have been shown to successfully do so. To fill the gap, this post describes efforts to adapt lesson study, a professional development approach used in K-12, for use in developmental mathematics in college.

2021-11-03T10:19:42-04:00November 3, 2021|Tags: , |

Opinion: Math Proposal Would Block More Latino, Black, Rural Students From Cal State

Vikash Reddy of the Campaign for College Opportunity writes in this essay originally published in the Los Angeles Times that a proposal to increase the quantitative reasoning requirement for admission to the California State University system would create barriers for minority and low-income students.

2019-09-18T15:53:25-04:00September 18, 2019|Tags: , , , |

“I Learned How to Ask Questions When I’m in Doubt”: How Math Pathways Transformed One Student’s Relationship with Math

For students returning to college after a multiyear gap, the prospect of taking a mathematics course can be incredibly intimidating—but it doesn’t have to be. The Foundations of Mathematics course aims to transform the math experience by focusing on real-world problems, and for Gabriela Patino, a student at El Paso Community College, it made all the difference.

2018-11-15T09:10:57-05:00November 15, 2018|Tags: , , |

The Maryland Mathematics Reform Initiative: Leveraging Bad News for Good Purposes

Nancy Shapiro, associate vice chancellor for education and outreach for the University System of Maryland, describes Maryland's math pathways initiative, how the reform's leaders took advantage of a First in the World grant from the U.S. Department of Education, and lessons learned from the work.

Video: Reforming Math Pathways at California’s Community Colleges

This video includes a presentation by Olga Rodríguez of the Public Policy Institute of California, followed by a panel discussion featuring Nikki Edgecombe (CAPR and CCRC), Laura Metune (California Community Colleges Chancellor's Office), and Myra Snell (California Acceleration Project).

Math for Life: Preliminary Results From the CAPR Study of Dana Center Mathematics Pathways

Elizabeth Zachry Rutschow summarizes findings from a recently released CAPR brief on the Dana Center Mathematics Pathways (DCMP) model, a promising new intervention that involves a revised developmental math course emphasizing statistical and quantitative reasoning skills.

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