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In this Steps to Success, authors Dr. Alycia Marshall and Nancy Shapiro describe how Maryland community college and university leaders have implemented a new, shortened statistics pathway as a math option for six community college and four universities.
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This webinar covered strategies for leading conversations about mathematics requirements across the programs of study at your institution with partner disciplines, hosted by colleagues at the Dana Center.
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[UPDATED 2019] Mathematics pathways are designed to address three barriers to student learning and success: inappropriate placement, misaligned content and long course sequences. This brief summarizes the research on these barriers and presents evidence that well-designed mathematics pathways lead to increased student success.
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Educate your students about the value and everyday use of statistics. The Statistics in Schools program provides resources for teaching and learning with real life data. Explore the site for standards-aligned, classroom-ready activities.
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The Maryland Mathematics Reform Initiative (MMRI) is a collaborative effort between the public four-year University System of Maryland institutions and the community colleges in Maryland to develop and implement multiple, high-quality mathematics pathways. The focus is on the mathematics that is relevant for students’ chosen career paths while also ensuring that new courses have sufficient mathematical integrity and rigor to be deemed “college level.” This chapter presents a case study of the MMRI and the state’s efforts in undergraduate mathematics reform.
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The Emerging Issues in Mathematics Pathways: Case Studies, Scans of the Field, and Recommendations monograph brings together diverse voices to discuss critical topics, raise questions, and examine the future of mathematics pathways. True to the Dana Center’s strategy of engaging stakeholders across the system, this publication includes perspectives from college and university mathematics faculty, advisors, administrators, and system leaders along with Dana Center policy analysts, curriculum developers, and implementation specialists.
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Copies of presentations and resource handouts from STATS 2020: Revisioning Introductory Statistics for a New Generation, a one-day statewide convening for Maryland faculty and administrators focused on the teaching of introductory and developmental statistics courses and concepts.
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In USM’s recent publication, nine institutions tell the stories of their work in reforming undergraduate mathematics in Maryland. Five universities and four community colleges relate the challenges they encountered and the success they have enjoyed in the course of their work, developing new courses, redesigning existing curriculum, building collaborative relationships within and across campuses, and supporting student success.