Implementing MLCS or Mathways or Pathways

If you are drawn towards the new models of developmental mathematics that take a fresh look at the content … and wonder about the “how”, here is some good news.  The Dana Center (University of Texas – Austin) has developed an initial version of an implementation guide.   See http://www.utdanacenter.org/mathways/downloads/new-mathways-project-implementation-feb2012.pdf 

As an example, the implementation guide deals with Examining the culture and capacity of the math department (both developmental and college­‐level math) [page 9], and lists a number of specific questions to help; among them are these:

• How does the math department make a decision about instituting a new program or innovation?

• Are there institutional or departmental policies regarding instruction, assessment, and grading that support or deter implementing Mathways?

• What other innovations are taking place in the math department?

• How does the department view itself in the professional mathematics education landscape?

This implementation guide is VERY thorough; although many items refer to Mathways (the Dana Center project), they all apply to doing a New Life course as well.  The only problem you might have with the guide is that you may think it has too much information … not a bad problem to have.

I encourage you to take a look at this implementation guide.  [And, I thank the hard-working staff at the Dana Center for providing this resource to the profession.]

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Dana Center Mathways Project Webinar April 17

The current models for a complete reform of developmental mathematics are the New Life model and the Carnegie Foundation Pathways (Statway and Quantway).  Strictly speaking, the Carnegie Pathways are a partial reform — since they are designed for specific groups of students (those who need just an intro statistics course and those who need a quantitative reasoning course).  The two models are not competitive; the work has been broadly coordinated with much sharing of basic goals.

Our friends at the Dana Center have announced the New Mathways Project; their Mathways are another alternative with similar goals and concepts to the other models (New Life, Pathways).

Uri Treisman and the Dana Center’s Higher Education team will be hosting a webinar on April 17, 2012 to discuss how we will build on our work and contribute to the developmental math reform landscape. Webinar participants will have an opportunity to submit questions. For more information about the New Mathways Project, please visit http://www.utdanacenter.org/mathways/index.php

Details for accessing the webinar are outlined below and you can also go to this link for updated information on the webinar: www.utdanacenter.org/mathways/webinar

Please note that the webinar has a capacity limit of 100 participants, so if you want to ensure a space, please access the webinar 5 -10 minutes beforehand. If you are unable to attend, a full video of the webinar will be posted on our website shortly afterwards.

Topic: UT Dana Center: The New Mathways Project

Date and Time:   Tuesday, April 17, 2012 11:00 am, Central Daylight Time (Chicago, GMT-05:00) =>  9am Pacific => noon Eastern

Event number: 668 333 825                                      Event password: This event does not require a password.

Event address for attendees: https://danacenter.webex.com/danacenter/onstage/g.php?d=668333825&t=a  (for use on April 17)

I encourage you to consider attending this webinar, and to review the materials at http://www.utdanacenter.org/mathways/index.php.  I believe that the Mathways program incorporates valuable elements of New Life.

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Pathways and New Life presentation

If you would like a ‘quick’ summary and comparison of the Pathways (Statway™ and Quantway™) and New Life model, take a look at this presentation.

  Pathways and New Life session MDEC 2012 final

There is also a ‘handout’ — references for the models, and the current visual for the New Life model.   Here is that handout: References_EmergingModels_March2012

 
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A New Vision of Mathematics Pathways

The New Life project has been active now for 3 years; faculty have been supportive of the model, and even inspired.  With the help of many people, the ‘word is out’.

The basic model has remained as that developed in 2009 by a variety of experts and practitioners.  However, based on questions people have asked, I have updated the visual image that describes the  model.  Here it the updated chart:

I realize that this chart may be ‘hard to read’ in a browser, so here is a file to download (pdf format):  New Math Pathways General Vision 4 2 12

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