This folders contains resources from the webinar and provides a location for further discussion and follow up from the webinar about Statway, Path 2 Stats, and Accelerated Algebra for Statistics (Jump to Stats). You may either edit posts directly (like a wiki) or post any comments, questions, discussion in the comments section of the post.
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This course emphasizes real world applications in the development of beginning and intermediate algebraic topics. Topics include a review of fractions, decimals and percents, as well as the development of linear, quadratic, rational, radical, exponential and logarithmic functions. It is designed for those students whose major and transfer institution requires only statistics or math for liberal arts as the transfer level math course for the degree. It will not meet the prerequisite for trigonometry, college algebra or any other transfer level math course. In addition this course is a good review for the ELM exam.
This collaboration project will engage a faculty team to review, enhance and extend the Algebra for Statistics course concept under development by Myra Snell and Tue Rust of Los Medanos College. The course is designed to incorporate the mathematical knowledge required for a transfer level Statistics course, typically incorporated within developmental math courses. Collaborating faculty will review lesson plans and observe videos of actual class time, add new ideas to the concepts under development at LMC, and can also adapt resources and practices for their own college context.
From the project website: The Statistics Pathway (Statway) is focused on statistics, data analysis and quantitative reasoning. These mathematics skills are essential for a growing number of occupations and professions, and are those needed for making decisions under conditions of uncertainty, an inescapable condition of modern life. This is the math that will help students understand the world around them and it is the math they can use right now. The Statway will be designed as a one-year pathway that culminates in college-level statistics. The year-long experience will concentrate on statistical content with requisite arithmetic and algebraic concepts taught and applied in the context of statistics. Statway is structured especially to serve students planning to transfer and continue further studies in humanities or social sciences. Students who have unexpected success in quantitative courses, particularly when their experiences of mathematics has been difficult before, may become emboldened and may decide to take more mathematics.
Note that the Statway Project includes colleges with members in our Knowledge Exchange for Developmental Math. If you leave questions for them in the Comments page of this resource item, they will engage in discussion around the issues the Statway faculty team is addressing.
Full report title: Exploration of Math Intensives as a Strategy to Move More
Community College Students Out of Developmental Math Courses (August 2010)
From the report: "the programs we describe have employed a variety of innovative
strategies to improve student outcomes in developmental math. Although these intensive programs are targeted at students with developmental math needs, they often support more than just math. They help students learn about college support systems, teach study skills and serve as opportunities for students to build relationships with peers, mentors and faculty. One of the most intriguing elements common to many of these programs was their use as an onramp; carefully designing transitions between high school and college.
...we detail 14 math intensive programs and identify similarities and variations… examine costs and efficacy of these programs (and)...look at three colleges with multiple strategies for supporting developmental math students with intensive programs"