## Instant Presentations!!

**A presentation (power point) on all three models (New Life, Carnegie, Dana Center)**

CBMS Pathways to Success Oct 2014

**Online Presentations about Redesigning Developmental Mathematics
**based on professional standards and a vetted curricular model — increasing student success and completion

### The New Life Model — 5 minute presentations

These videos are based on the most recent work and best thinking about reform in developmental mathematics.

(1) Reform: The Big Picture

Reform the Big Picture 2013

An overview of the issues in developmental mathematics — and why redesign is not enough.

This presentation mentions other reform efforts (Dana Center New Mathways, Carnegie Pathways). You can see a current comparison of these models in this document: Summary of Three Emerging Models for Developmental Mathematics

(2) Reform: The New Life Model

Reform The New Life Model 2013

The New Life model for developmental mathematics — a curriculum to accelerate students to completion; in many cases, one course at the pre-college level will be enough.

For a visual of the New Life model, use this link: New Math Pathways General Vision 10 19 12

(3) The Mathematical Literacy Course

Math Lit Overview 2013

This presentation refers to the content of the Mathematical Literacy course; you can get the list of outcomes here: MLCS Course Goals & Outcomes Oct2012

(4) The Algebraic Literacy Course

Algebraic Lit Overview 2013

This presentation refers to the content of the Algebraic Literacy course; you can get the list of outcomes here: Algebraic Literacy Course Goals & Outcomes Oct2012

(5) New Life courses at Your Institution

New Life at Your Institution

**Special Presentation: Bringing New Life to Developmental Mathematics … Session at AMATYC 2012 (November 8)**

**Special Presentation: Bringing New Life to Developmental Mathematics … Session at AMATYC 2012 (November 8)**

> > > The presentation in PDF format:

> > > Bringing New Life to Developmental Mathematics 2012 FINAL version

**Workshop ‘Presentation’: New Life Courses … at AMATYC 2012 (November 9)**

> > > The workshop outline and ‘presentation’, in PDF format:

> > > Workshop on New Life Courses AMATYC 2012

*These are video files (‘Flash’ format); your browser will open them in a new window (or the current window) depending on your settings and add-ins.*

Why Change Dev Math

(January 20, 2012) — A overview of WHY basic changes are needed in Developmental Mathematics.

NOTE: If you want a smaller download file, use this link Why Change Dev Math (Smaller)

Dev Math Mission – Why Have Dev Math

This video looks at the mission of developmental mathematics as the basis for any redesign effort.

Developmental Math — What Is Now?

This video reviews the typical courses and content in developmental mathematics — before we change, we should understand what we have had!

New Life Vision

This video is based on the New Life curricular vision, which creates a totally redesigned developmental mathematics program … some students would need only the first course (“MLCS”), and proceed directly to their college course.

*For further details, see the New Life wiki page http://dm-live.wikispaces.com/Basics+Of+New+Life*

** MLCS_Course**

This video describes the first course in the New Life Vision — a course for all students, and the only course many students would need (“one and done”).

MLCS_Content

This video provides an overview of the content, in some detail, of the MLCS course.

**For further details, see the New Life wiki page http://dm-live.wikispaces.com/Mathematical+Literacy+for+College+Students**

Transitions Course (now called Algebraic Literacy)

Transitions Course Content(now called Algebraic Literacy)

**For further details, see the New Life wiki page http://dm-live.wikispaces.com/TransitionsCourse**

**Instructional Materials New Life**

March 2012 Update on materials:

*There is now enough activity on implementing New Life courses that textbook companies are developing products to support these courses. I have had conversations with editors at Pearson, and at Cengage. They would prefer that I not share details of their plans (since publishing plans are subject to changes for many reasons) … however, the companies are working hard to get materials ready. Based on what I know, some materials will be ready for class testing this coming year (2012-2013), with regular materials published later (late 2013, early 2014). I hope this information helps you plan as you consider whether you can implement a New Life model (MLCS and Transitions) at your college.*

**Coming soon — future attractions!**

<to be determined>

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By Kenneth Tilton, January 9, 2015 @ 4:42 pmHi, Professor Rotman. I saw your AMATYC listing with the teaser “Does Intermediate Algebra work? Not so much!” and got curious, just watched your “Why Change Dev Math” video. You list four reasons, with the fourth being that so many students fail the course. I have a thought experiment for you: if it were possible for 85% of students placed into dev math to pass conventional Algebra, would you still want to drop it as a requirement? ie, Would the other three reasons then pale by comparison with the prospect of students succeeding in undiluted Algebra?

I wrote this recently: http://stuckonalgebra.blogspot.com/2014/10/boot-camp-algebra.html but you are closer to the action.

It just seems to me that all the cases I see being made for dropping the Algebra requirement are driven more by the failure rate than its value.

By Jack Rotman, January 13, 2015 @ 8:29 amGreat question!

My message is about the nature of our algebra courses, not whether we have an algebra requirement or not. The traditional intermediate algebra course fails to serve most students because the content does not serve student needs. Those needs do, in fact, include significant algebra — whether for a class (economics, biology, chemistry, etc) or for many jobs; understanding linear, exponential, inverse, and simple power relationships is important to students and their success.

I want to replace algebra courses with modern courses that actually help students in fairly direct ways.