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

Question 1: It has been a year since we gathered to discuss the national trends in developmental education…

Last Years Planning Template Proposal- National Models/Interventions 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!)

Developmental Education SB1720 Florida Statute Section Common placement testing for public postsecondary education – “… entered 9th grade in a Florida public school in the 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 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. Liberal Arts Pathway Social and Behavioral Sciences Human Services Social and Behavioral Sciences Human Services Health Sciences Public Safety Algebra Pathway Business Science, Technology, Engineering, and Math Industry, Manufacturing, and Construction 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 Semester 1 Semester 2 Semester 3 or more College Math Credit College Math Credit College Math Credit College Math Credit Statway Quantway A Solution: Coherent, Intensive Learning Pathways What Colleges Traditionally Have Done

Statway is effective across different sex and race/ethnicity groups 10 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 11 Note. “Other” also contains data from unknown race/ethnicity status.

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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?

16 National Trends In Collegiate Mathematics AMATYC November 13, 2014 Uri Treisman and Frank Savina The Charles A. Dana Center at The University of Texas at Austin

Performance Based Funding for Higher Education Source: National Conference of State Legislatures

Higher Education Mathematics Course Enrollment 4 Year Institutions2 Year Institutions College Algebra and below57%58%56%54%81% 80% Calculus37%35%37%38%10%8%7% Advanced Courses7%6%7%8% Other Courses (2 Year) 12%10%12% TOTAL Enrollment (in thousands) Source: Adapted from the CBMS 2010 Census Report, Table S.2

The problem was... College Board of Mathematical Sciences 2005 Survey of Undergraduate Mathematics: Community College Enrollments by Course The proportion of students going to Calculus was shrinking 20

Contact Information 21 General information about the Dana Center: Higher Education work: To receive monthly updates about the NMP, contact us at: – Amy Getz (general NMP issues):

Dr. Paul Nolting Learning Specialist Question: Due to the new redesigns why do math students have to become improved learners?

VARIABLES CONTRIBUTING TO SUCCESS IN MATHEMATICS Cognitive Entry Level Skill + IQ 50% Placement Grades Math history Learning Disabilities Aptitude Learning speed 25% Quality of Instruction Locus of Control Self-perception Self-efficacy Anxiety Study Behaviors SES Tutor training Learning styles Math redesigns On line vs. classroom 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 Math research and strategies to improve math success

AMATYC Developmental Mathematics Committee Question: Do course redesigns need to address the various sources of self-efficacy? Chair – Linda Zientek 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

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.

From an administrative position, how do we know new redesigns are working? Rebecca Goosen, NADE

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 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, doi: /ceps Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, doi: /ceps 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, doi: / 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, Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, doi: /j.cedpsych 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, doi: / Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34, doi: /j.cedpsych Young, D. B., & Ley, K. (2003). Self-regulation support offered by developmental educators. Journal of Developmental Education, 27, 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, 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, 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, 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,