Think about a time you had to transfer something you learned to a new situation.��What was that experience like for you?��What resources did you draw on to support you?
Looking Forward
Ted Coe, Ph.D.
December 2023
American Diploma Project (ADP, 2004)
Two-year pre-college level enrollments
Two-year pre-college level enrollments (in thousands, not including Dual Enrollment), in mathematics programs based on Table TYE.3 in the Fall 2015 CBMS Survey.
Conference Board of the Mathematical Sciences 2015 Survey
Two-year college Statistics and Probability enrollments.
Based on Table TYE.4 in the Fall 2015 CBMS Survey.
CBMS 2015 Survey
University System of Georgia
http://completegeorgia.org/math-pathways (The University System of Georgia, accessed October 3, 2019)
AMATYC (2014)
An oversimplified, yet illustrative picture:
K12 and college systems are structured for a clean line between high school and college. After four years of high school mathematics a student is ready for college.
With new college pathways the “college ready” line becomes even more ambiguous.
Really, though, colleges teach much of the same mathematics as high schools, and the “college ready” bar (content-wise) often overlaps with HS.
The Maryland Blueprint (2021)
The foundation of a world–class education system in Maryland under The Blueprint for Maryland’s Future for education will require:…
(i) A college and career readiness standard set to world–class standards that certifies that by the end of 10th grade, and not later than the end of 12th grade, a student has the requisite literacy in English and mathematics to be successful in first–year, credit–bearing coursework at a Maryland community college or open enrollment postsecondary institution;
https://www.oregon.gov/ode/educator-resources/standards/mathematics/Documents/2plus1Model.pdf
Oregon 2+1 (2021)
https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Mathematics/Resources-for-Mathematics/Math-Pathways/Higher-Ed-Entry-Level-Math-Pathways-Course-Descrip/Algebra-2-Equivilency.pdf.aspx?lang=en-US
Modern Algebra II
Quantification
Equivalence
Variance
Statistics, Data Science
Quantitative Reasoning
Advanced Algebra
Algebraic Functions
Mathematical Modeling
Georgia
https://www.sde.idaho.gov/academic/math/
Intersegmental Chaos
Trust
https://www.achieve.org/files/Mathematics%20Cognitive%20Complexity%20Framework_Final_92619.pdf
Thank You!
Tamyra Walker
Associate Director, Instructional Design Mathematics ConnectEd
Dr. Martin Luther King
THE FUNCTION OF EDUCATION, THEREFORE, IS TO TEACH ONE TO THINK INTENSIVELY AND TO THINK CRITICALLY. BUT EDUCATION WHICH STOPS WITH EFFICIENCY MAY PROVE THE GREATEST MENACE TO SOCIETY
Technological advances are reshaping how we must educate students in math.
Math is a cultural practice, not just a process for correct answers.
We must empower learning by integrating real- world math applications in assessments.
When viewed through the lens of a tech-enabled world, designing math learning activities, including summative and Capstone assessments, necessitates creating environments where students actively apply math to solve problems and understand the contemporary world. This demands a deep understanding of how math content is applied today.
Technology has transformed how mathematics is practiced. Modern mathematicians use technological tools for modeling, data analysis, and calculations. Learning math should move beyond static rule sets to embrace a dynamic understanding, encouraging innovative exploration and application of quantitative solutions.
Math Pathways
Shelly LeDoux
Director, Professional Learning & Implementation
Dana Center Strategic Priorities
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Impact
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By 2033, every student will have equitable access and opportunities to experience a high-quality, modern mathematics and science education and will succeed on mathematics pathways that align to their life and career aspirations and lead to upward social and economic mobility.
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State
District / Institution
National
Classroom
Where We Work
Provide systemic
professional learning & technical assistance
Build Consensus
For Modern Math Pathways
Remove Barriers & Support Policies that Promote Equity
Develop and Implement High Quality Instructional Materials
Early Literacy Skills
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Literacy
EL/MS
Transition
MS/HS
Transition
Algebra
School – Workforce Transition
Focus: Critical transitions
HS / HE Transition
Gateway HE math
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Throughlines
Equity (Racial, Gender, Accessibility)
Belonging / Motivation, Engagement, Persistence
Advising / Counseling Practices
Prepare / Recruit / Support / Retain Teachers
Capacity in Local Leaders & Systems
Data-Driven Continuous Improvement Cycles
Policy
Curriculum
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The Launch Years Initiative supports the scaling of mathematics pathways from high school through postsecondary education and into the workplace, aligned to students’ goals and aspirations.
Scaling Math Pathways
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Launch Years – Cohort Structure
States grouped in 3 cohorts:
Cohort 1: Establishing state infrastructure to implement postsecondary math pathways across systems.
Cohort 2: Establishing state infrastructure to align secondary math courses to postsecondary math pathways.
Cohort 3: Deeper implementation of math pathways at the transition from secondary to postsecondary – leadership development, course / content alignment, equitable impact and continuous improvement, counseling/advising, communications, etc.
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Creating a Movement
Launch Years Resources & Reports
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Launch Years Math Leadership Network
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Mission
Create a more seamless transition for students in their critical “launch years” in order to foster equitable outcomes for all students.
Essential Questions
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A Call to Action
A unified message from LY-MathLN organizations to mobilize action to improve the experiences and outcomes for students transitioning from high school into postsecondary education.
A Call to Action: Recommendation 4
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Promote Formative Assessment Practices
Promote formative assessment practices specific to mathematics and statistics that further learning, promote students’ growth and self-assessment, inform instruction, and develop teachers’ knowledge of curriculum and instruction.
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Questions? Contact me!
UTDanaCenter.org
Shelly LeDoux
shelly.ledoux@austin.utexas.edu
NHLI - PLACE Math 6-12 Kick off
By: Ryan Lemieux
Introduction from Mariane Gfroerer
Ellen Video - if necessary
The team:
Ryan Lemieux - Design Lead
Lee Sheedy - Design Lead
Heather Rogers - Community Lead
Tara Schneider - Community Lead
Tyler Nutter - Community Lead
Matt Caputo - Community Lead
Traffic Jam - Team Building Activity - Heather
Performance or not? - Ryan
Split 25 - Ryan
Performance Warm up - non curricular - Ryan
You just visited a very strange market. At this market you bought lettuce, a goat, and a dragon. I did tell you it was a strange market. To get home, you need to cross a river. You only have a very small raft to carry your purchases across. I know, you are thinking the dragon could fly. It could, except it has a broken wing, which is why you got such a good deal on it! On each trip across the river, the raft can only take yourself and one other purchase.
Conditions: 1. The goat cannot be left with the lettuce because he will eat it 2. The dragon cannot be left with the goat, because she will eat it.
How will you get all of the purchases across the river safely?
Big Picture - Lee
Norms chalk talk - Tara
Geometry Team Norms - Exemplar
Design tools - Tyler
Cake Problem - Matt
Performance Tasks - Ryan