All students can learn and succeed in math. Professor Jo Boaler presents how schools and teachers promote growth mindsets in math through certain tasks and teaching methods.
Acknowledging that we can accomplish more together than alone, in 2010, Carnegie initiated a network of faculty members, researchers, designers, students, and content experts to create a new system to increase student success in developmental mathematics.
The network devised two new pathways—Statway and Quantway. The Pathways aim to accelerate students’ progress through their developmental mathematics sequence and a college-level course for credit. Statway® and Quantway® reduce the time required to earn college credit while improving the content and pedagogy of developmental mathematics. The Pathways present engaging, relevant, and useful mathematics concepts that students can use in their daily lives. Statway and Quantway are taught using common curricula, assessments, online platform, and innovative instructional approaches.
Quantway is focused on quantitative reasoning that fulfills developmental requirements with the aim of preparing students for success in college-level mathematics. The goal of Quantway is to promote success in community college mathematics and to develop quantitatively literate students.
Statway is focused on statistics, data analysis, and causal reasoning, combining college-level statistics with developmental math. It is designed to teach mathematics skills that are essential for a growing number of occupations and are needed for decision-making under conditions of uncertainty.
Learn more about the Pathways
Developmental Mathematics Crisis
“If you do not get out of developmental mathematics, you cannot acquire credits to transfer to a four-year institution, and you often cannot get access to vocational and technical training programs. The bumper sticker for this problem is, ‘developmental mathematics is where aspirations go to die.’” Tony Bryk, President of the Carnegie Foundation for the Advancement of Teaching
Traditionally, only 5% of the 13 million community college students enrolled in developmental mathematics courses earn college level credit within one year. This high rate of failure cannot simply be attributed to a single source, such as poor curriculum materials or disengaged students, but the entire system. After analyzing the entire system that produces the traditional results and recognizing the key drivers of failure, the network created a system to address the problems across the system.
Pathways Instructional System
With an emphasis on the whole system producing the developmental mathematics crisis, the network outlined a range of changes based on research and practitioner knowledge to design an instructional system geared toward student success. This new system draws heavily on five areas:
Explore the key aspects of our instructional system.
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