A developmental continuum supports students as they move from concrete torepresentational to abstract reasoning.• Example: Understanding multiplication as “groups of” (concrete) leads to areamodels and arrays (representational), and eventually to symbolic work withvariables (abstract).1
YAY!!! Developmental in a good context. But also YAY for C-R-A. Hmm. Can my thing be doing this for higher levels?
xample: Fraction learning begins with equal sharing in the elementary grades,extends to equivalent fractions and operations in upper elementary, and buildstoward rational expressions in high school algebra. This progression helps studentsrevisit concepts with increasing sophistication, strengthening both retention andreasoning.
Yup. Important stuff.
Procedural fluency must be grounded in conceptual understanding, studentsneed to experience the practice of mathematics as interconnected rather than isolatedfacts, and effective instruction requires developing both computational efficiency andflexible mathematical reasoning
Okay, there's sort of an implied both/and here.
Traditional and Reform Approaches in Mathematics
Big Honking Red Flag. Let's Jump right on the Either Or BOAT!!!! TRADITIONAL REFORM I bet one is bad!!!
High school math mastery is critical for postsecondary readiness. Still many studentsstruggle with foundational skills and numeracy, limiting their access to college-levelcoursework and career pathways due to a lack of targeted support and aligned instruction
Okay let's see if/how they use this to defend eliminating developmental education courses. <br /> Hey, at least they acknowledge it instead of syaing it's all about anxiety.
Algebra readiness in the middle grades is essential for access to advanced courseworkand career opportunities, yet many Illinois students lack adequate preparation,highlighting the need for coherent, high-quality instruction aligned with postsecondaryexpectations.2
Can I highlight this in SEVEN COLORS ????
entifying best practices in the context of theindividual needs of their districts and schools for the most efficacious instructionalplanning and implementation.
OK, in the context of the 'tough decisions' eh? Good to recognize we need to deal with that instead of pretending everybody will have the resources to do it right.
Definition is standard issue stuff ;)
y low. Of students who take two or more develop-mental courses, only 20% complete a ba
"enroll large numbers o students who need develomental education" --- at least they use the word need!!!
Group A: Low placement score, developmental math not required, enhanced section● Group B: High placement score, developmental math not required, enhanced section● Group C: Low placement score, developmental math required, enhanced section● Group D: Low placement score, developmental math required, non-enhanced section
I assume that the "not required" means it was waived.
athematics.In 2017–2018, the developmental mathematics instructional requirement as aformal prerequisite was waived for a subset of student
OK WHOA .... so far, far from random selection. So the whole idea that "they did better" mgiht have been because htey were in this cohort.
In other words, the student populationnecessary to address RQ1 exists only for QL1 and CA
Welp, ql1 was the more "mathy' version.
MSU also regularly offers several summer experiences for matriculatingstudents
yup!!!
Oneformer option was a formal, one-semester developmental mathematics courselargely offered online.
I bet it was procedural.
he authors were not involvedin the design of the enhanced course sections.
Interesting. Very interensting. Would they have done differently?
recitation
(what's recitation?)
. All of this is to saythat many of the students whom we work with and discuss in this paper arrive withcumulative disadvantages that no special program can remove altogether.
**RIGHT **
Before transitioning to specific details about embedded remediation at MSU,we believe it is important to note that neither the pathways nor the embeddedremediation approach inherently leads to socially just outcomes. If we substitutethe word pathways for tracks, for example, this point becomes salient.
Amen.
Understandably, the corequisite model has gained traction forits alluring removal of the necessity of multiple semesters for students
More interesting language but boy do I appreciate the "alluring." And hey, it's "successful"! THe CA law is like the IL law.
he approach benefits students’ affect in relation to mathematics,timeline to graduation, and required mathematical skills
... so it improves student attitude....
This abridged version of developmental mathematicsincludes only the content that students will need to be successful in latercoursework, jettisoning other topics (e.g., polynomial long division) that tend tohinder student success and that bear little import for students’ future coursework orcareers
Think of the lots and lots of meetings discussing this :P Note it doesn't say "just use a calculator to figure out percents."
reatingalternatives is challenging,
(yup, challenging.... )
gained notoriety
lol not loaded language or anything
Students encountering the university mathematicsgraduation requirement given their resources—in some cases, low mathematicsplacement scores and room for improvement in their mathematical knowledge andskills—have a similar problem of access
"room for improvement..." yes.
Although the researchers found thecorequisite and compressed modalities werebeneficial, only a small percentage ofstudents selected these modalities whengiven a choice
Self-selected. What about the rest of them?
Aregression discontinuity showed thatstudents who scored within five pointsbelow the placement cutoff score passed thecorequisite course at higher rates thanstudents in the gateway course that scoredwithin five points above the cutoff score
Again, the 'almost there' people. What about the rest of them?
final grades and DFW rateswere lower
what does this mean? If final grades were lower, that's not good. If DFW rates were lower, that's a good thing. But "student in enhanced sections performed worse than students in non-enhanced sections."
However,prior math GPA, race, ACT math subscore,and financial need were statistical predictorsof success in gateway math courses.
D'oh.... So YES this EXACERBATES INEQUITIES.
Mangan, K. (2
Okay, at least we mention that "oh, the fourth challenge? We might just be saying too bad so sad [yes, that's gentler than what I want to say] for an awful lot of students. What about that rest of them? (also it's expensive ...)
Mangan, K. (2019, February 18). The endof the remedial course
Haven't read this one either (Chronicle can be hard to get to) I don't think, but I bet I can predict. The title -- what's up with htat? Oh, I see next article, same author: reckon they might just have an agenda.
Corequisitemathematics remediation: Resultsover time and in different con
I've also covered this already.
Three accelerateddevelopmental educationprograms.
I think I've read this one, too. Self selected participants. Noted that more of them enrolled, and that could explain why more of them completed ... but ... hwat about the rest of them? (the ones who didn't select, and the ones who didn't make it)
Thecorequisite reform movement: Aneducation bait and switch
Yup. Amen.
The pass rate for the quantitativeliteracy course was 53% compared to 29%for the elementary algebra course.
Different courses so ... different argument.
Overall,there was no significant difference in theadjusted mean course scores among thestandard and the corequisite sections. A one-way analysis of covariance indicated astatistically significant correlation betweenboth high school GPA and math ACTsubscores when compared with overallcourse scores.
Again (and again and again) if you're almost there, then you're more likey to succeed with extra help.
https://www.tbr.edu/sites/tbr.edu/files/media/2016/12/TBR%20CoRequisite%20Study%20-%20Full%20Implementation%202015-2016.pdf
I need to check this one out. Bus reading when it's zero degrees tomorrow!
no research methods weredescribed,
Details! Details! (I've also read up on this one and yes, it's seriously flawed.)
However, no research methods norspecific data sources were described.
Thanks for noticing this tiny little detail... DO we have a shovel for the BS they're spewing?
Scalingco-requisite supports at theUniversity of Central Arkansas:Perspective from a four-year highereducation institution
I've already investigated this one. These are the guys who post to social media that NOBODY NEEDS REMEDIAL!!! but don't reply to any quesitons.
There was nostatistically significant difference in college-level math completion rates between thethree groups. Success rates were 67.7% ingroup one, 68.3% in group two, and 66% ingroup three. However, students in thecorequisite pilot did have a statisticallysignificant lower noncompletion rate(10.2%) than the other two groups (22.2%and 20.4%, respectively).
Okay, at least they have a decent success rate!!!!
Studentswere eligible for the pilot if they had anACT Math score of 17 or 18.
Yup. Just Below. What about the rest of them? DETAILS!
tudents whohad an ACT or SAT score just below the
yup! Just below. What about the rest of them? SHHHH DETAILS!!!
eamer noted thatthe intent of corequisite mathematics reformshould not be to eliminate developmentalmathematics,
Thank you.
The researchers found thatcoenrolled students were 3.6 times morelikely to pass the developmentalmathematics course if they were coenrolledin developmental mathematics and college-level mathematics
3.6 times what? Also, level of preparedness doesn't seem to even have been considered. DETAILS!!!
mental toolkit is intrinsic to human development,
I rather suspect that like oral language and reading.... that some aspects are natural and others less so ... and that some folks need instruction...
Globally, there's a unanimous agreement on the necessity for individuals, whether as professionals or citizens, to possess adequate and multifaceted numeracy skills to engage effectively in the number-drenched world as described above.
The number-drenching described above don't requireany interaction from me. Are there any examples of places I would need numeracy for the sites to figure out my data?
prioritizes these competencies to achieve efficacy.
However, what if the calculations etc. are what builds the conceptual foundations to achieve efficacy?
However, for the middle range of students, the vast majority were placed intoDevelopmental Algebra II over Developmental Algebra I.
Wow. I'm beginning to think the authors actually know the students. When in doubt, push 'em higher *** in math. *** When, in fact, they're extremely likely to have memorized a few procedures better...
Tables 1a and 1b (Appendix B)4 provide background information on the number ofstudents taking the COMPASS placement tests.
WOW!!! the numbers!!! (now, this is 89% of students who didn't do well on the ACT or whatever so they had ot take it... )
. In the early 2000s, the Drop-Failure-Withdrawal (DFW) rates averaged 45 percent in developmental mathematics courses,compared to 26 percent in college-level mathematics. Developmental Algebra I had a DFWrate of more than 50 percent, i
Yup. Ouch. (Again... how's it being taught?)
emedial Arithmetic
So they don't ignore these folks!!!! Hooray!!! <br /> However, so far no mention as to .the who and how of the teaching.
with developmental courses being just below college level andremedial courses being for students who are very underprepared
Rather inconsistent with how "developmental" is defined elsewhere, and makes me curious as to whether they address the other issues that "developmental" instruction is supposed to.
Eachstudy focuses on students at the margin of passing out of remediation.
It's about time somebody noticed this besides me ;P
Boylan (2004) made acase for accelerating the developmental educationprocess.
I knew he was about dev ed NOT being synonymous w/ remediation, but also focus on accelerating ?
that students who complete remedial coursework in community college improve their procedural math knowledge but not their conceptual math knowledge, and that those gains
All right, at least you MENTION that maybe Intermediate Algebra is taught for procedural knowledge. "finally."
rements and messag
Since this is a public annotatoin, I'll hold back but.... that demand simply eliminates millions of students. So much for equity.
When we compare students with similar high school GPAs w
Sorry. There is more to life than your GPA. There's this teeny, tiney question: How much math do they actually understand? I know, patently absurd to ask that.
The influence of placement is more powerful than the influence of the highest math class completed in high school; it is approximately equivalent to a two-point change in high school GPA (e.g., given the same level of high school math preparation students with a 4.0 GPA who begin in Intermediate Algebra have about the same average throughput rate as students with a 2.0 GPA who begin in transferable, college-level math).
However, at no point have I found any discussion of why students are place in one or the other.
Throughput Rates
I think it makes about forty-seven rather large assumptions if we then decide that the reason fewer got through was because ... it was intermediate algebra, and if those same people had just been in college level they'd have done fine. The fact that when so many more people were allowed into college level, the rate went down is evidence that's not true.
Students who declared an intent to pursue a STEM program of study had much greater throughput when allowed to begin their math studies at the community college in a transferable, college-level math class, regardless of their math attainment level in high school (see also Willett et al., 2018).
Were there other filters though? What determined whether students did college level or int. alg? Advisors? Student choice?
(e.g., a “C” student in high school who entered directly into a transferable, college-level math class would have about the same likelihood of throughput as an “A” student who began their college math coursework in Intermediate Algebra). A
Again, what determines who goes into which group? There are more factors than GPA and highest math course. There really are.
For example, Algebra 2 completers who began in a transferable, college-level STEM class had lower throughput post-AB 705 than pre-AB 705 (30% vs. 45%)
Oh, myh.
As shown in Figure 3 and Table 5 below, prior to the implementation of AB 705 students who had not completed Algebra 2 in high school had higher one-year completion rates when they began their community college math sequence by entering directly into a transferable, college-level math course.
Okay, what's not even mentioned (yet)? is what students would enroll directly into transferable course and woh wouldn't? Did they have to place into it?
traditional paradigm of placement testing and multi-term remediation with little opportunity for concurrent or corequisite remediation.
Yes. It really sucked before.
a 2 in high school, it is not the case that those students who did not complete Algebra 2 in high school and then began their math journey at the community college in Intermediate Algebra fared better than those w
Gee. Surprise. If you don't have the background for INtermediate Algebra -- specific to the stuf fyou did not take -- you don't do as well as if you take a math class that isn't about algebra. Surprise!!! NOT.
(i.e., had received “A” or “B” grades in 7th grade math) were the least likely to skip math in their senior year, which likely explains why the current sample of community college students has a higher overall rate of no math in the senior year than in the sample used by Asim et al. (2019) since that sample includes students accepted by the University of California and the California State University—students who as a group have very high average levels of academic achievement.
LOL answered prevoius question ;)
no math coursework in 12th grade. V
I s'pose the ones who took another year weren't going to community colleges?
Maximizing Math Throughput of Students Who Did Not Complete Algebra 2 in High School The RP Group | August 2021 | Page 12 Table 2. Highest Math Completed in High School Frequency Percent Cumulative Percent N
OK ... the "did a lot less math" people are included ;)
a student’s highest math class in 11th or 12th grade was Geometry, they must also have a prior math class on record (e.g., if Geometry in 11th grade and no math in 12th grade they must also have a lower-level math class enrollment record
I wonder who this leaves out (sped?)
they were pursuing a Business or STEM (B-STEM) program of study. In response to the requ
So you needed to be in ONE major and not done Alg. II in HS.<br> Okay, now we get to it, the newfangled "just put 'em in college courses."
not completed it in high scho
so, if you completed the course in HS no matter how much you remembered from it ... you couldn't take it? That seemes weird. to me.
This implies that students who have not completed Algebra 2 in high school may also be more likely to have a lower overall high school GPAs than those who have
erm, yea.
. Many California community colleges have implemented B-STEM corequisite remediation courses that do not presume or require the completion of Algebra 2 in high school, while other colleges have opted to channel B-STEM students who did not complete Algebra 2 while in high school into degree-applicable but non-transferable math classes that emphasize intermediate algebra skills (aka, Intermediate Algebra).
are the remedial corequisites along with a transferable college level math course?<br> Is the second group basically channeled out of transfer programs? (equity, indeed). There are just so many hidden variables here. This part doesn't talk about the "just put them in the stats classes that don't need so much algebra" that might, in fact, transfer? So is that the first group?
ve closed equity gaps in access to transferable, college-level math, additional research is needed to highlight positive outliers and practices that are associated with eliminating equity gaps in math outcomes
The understatement that ate Clevelan. Access is not equity.
increased to 38%, ten percentage points higher than the average throughput rate of the historical, pre-AB 705 cohorts (28%)
(it's still awful)
transferable, college-level math class.
Startin' with the spin! "Intermediate Algerba" vs. "transferable, collegle-level math class." We name one class and not the other(s)?
Watching my students and colleagues build better, more just worlds as our current world faces so many challenges has been the great joy of the last 18 months, and I’ve been in awe of small acts of courage and kindness.
Wow. Our humble community college has seized the opportuinity to PRUNE. They've been quietly not replacing retirement positions, not institutionalizing grant funded positions, including two "coaching" positions which they proudly said they would in email to all of us, then quietly ... reversed. They proudly say that "we still have the same stuff! it's just streamlined!" (erm, no.) Oh, and we are not to use the word "anti-racism." It is divisive.
e are all being forced to transform,
Yup. I'm trying to reach out to the community because the institution's values are not mine.
occur only if it is coupledwith motivation.
Oh!!!! They're failing because they're not MOTIVATED!<br> anything about ... learning math yet?
A Case Study of Students’ Motivation inCollege Algebra Course
My not so humble summary: this is worth reading in the middle where we hear student voices.<br> It assumes that College Algebra is about a ritual to pass a course and that somehow if we could just MOTIVATE students better, we could solve this problem????
It is a challenge to help students earn satisfactory grades
Note they're not talking about learning math. It's "earn satisfactory grades."
Use digital technologies to promote critical thinking and problem solving rather than as electronic workbooks for drills and practice (Hayes, 2007; Vanek, 2017b; Warschauer & Matuchniak, 2010)
okey dorey!!! A truly noble goal...
On YouTube, study creators with thousands to millions of subscribers focus less on subject matter and curriculum, instead sharing productivity tactics and study techniques
ok so what's the potential for tapping this 'market'? Do the cheating websites dive in, too?
at least for some student groups.
So even the folks who have been "won over" recognize ... it's not solving the whole problem.
Acceleration, on the contrary, is widely regarded as a best practice in DE reform ([ 9]; [23]; [28]). Although this may be true, our participants identified certain groups of students who may not benefit from acceleration, including ELL, individuals with disabilities, student parents, and those who are working.
It's the best practice .... for the students it works for. Oh, guess who they are?
We also found that campus personnel largely felt the passage of SB 1720, which prioritized social efficiency, made their pursuit of democratic equality more challenging.
Bottom line: this law made democratic equality harder to get. Forgive me if I find calling that a "success" a falsely skewed spin.
An advisor echoed these changing sentiments about acceleration, saying, "I'll be the first to say,... I was opposed to pieces of it [SB 1720]. I'm opposed still,... [but] I love the pieces of it where we accelerate [curriculum]." In both cases, these individuals had witnessed the positive effects of SB 1720 and acceleration for some students' efficient progression through coursework, allowing them to accrue college credit and build academic momentum much quicker than in the past.
... I'm sorry. The "wow!!! For these people it was awesome!" does not mean it solves equity issues.
We weren't happy in the beginning, and in many ways we're still not happy. We don't see the program [SB 1720] working well for the students." But, to this reflection she added,On the other hand, one thing that I was initially very skeptical of... was the idea of the 8-week class... And, I have to say, that [acceleration] has surprised me to no end. And I am very glad that we have that.
... again, it seems that it is a good thing to have as an option but ... it doesn't work well for "the students" in general. HOWEVER. I'm waiting to read about the supports.
The very population that needs additional time, it's been cut in half.
... right now, this reader is wondering if the authors are going to show a change in attitude because most of these are strongly negative.
"We've had some really significant changes on a very small number of students, Hispanic males particularly, which has more than doubled their success rate."
.... think about this... note that even here they're not saying what the rate was at the beginning.
Although pass rates in individual gateway courses have decreased at FCS institutions, enrollment in those gateway courses has increased so much so that the total number of incoming students who pass gateway courses has increased ([25]).
Raw numbers matter: more people are getting through. (How many more? WHat exactly is the pass rate? Do I hear mumbles and mutterings and shuffling of papers?) I went to the reference enterforpostsecondarysuccess.org/wp-content/uploads/2015/06/Ad-Survey-Full-Report_Web-2.pdf -- had to do some careful counting because only the first references are numbered - it's missing that little bit of data too. Lots of data about who used tutoring and who used modular vs. accelerated. In their executive summary: "Despite challenges and tempered agreement that implementing their institutional plan resulted in positive outcomes, institutionsreported many positive changes occurring acrosstheir institutions."
Research on some of these specific programs is limited
well, yes...
SB 1720 also emphasized the incorporation of technology into classroom instruction and out-of-class support services.
Cynic alert: Who's making the money off the technology?
Studies of the Accelerated Learning Program, California Acceleration Project, and other programs lend support to the practice of accelerating remediation. DE taught as compressed and corequisite courses are particularly helpful in moving underprepared students into college-level courses ([23]; [28]). The effects of modularized courses are positive as well, yet modest ([ 9]).
Once again, where are the numbers? At least for the modular they admit the gains are "modest."
, "remediation in colleges and universities is not an appendage with little connection to the mission of the institution but represents a core function of the higher education community that it has performed for hundreds of years" ([34], p. 79).
A positive framework here
provide access to high-quality, affordable academic and career educational programs" (FCS, n.d., para. 2) through DE curriculum and academic support services. These secondary components of access are intended to help underprepared students make the most of their ability to enroll in college by supporting the ongoing pursuit of postsecondary credentials.
Okay, so they include support and developmental ed in "how we provide access."
higher education reforms focus almost exclusively on economic development, competition, and efficiency.
... it's all about $$$$$$$ at all levels.
Also
.... and ... how many adults still have the bias? Lots, according to Stigler et al's work w/ what 'developmental math' students understand...
Connecting meaning to different repre-sentation systems is one of the most significant aspects oflearning about mathematics and presents a great challengefor many children.
I wonder how this plays out with older students?
(could it depend on the student, perhaps?)
Principle 2: Presume Competence All students are individuals who can learn, apply, and enjoy mathematics. The activities in these materials position students to capitalize on their existing abilities, and provide supports that eliminate potential barriers to learning when they arise. Each lesson is designed for wide range of ability, and all students are given access to grade-level problems. Student competence to engage with mathematical tasks should be assumed, with additional supports provided only when needed.
I wonder how many students successfully mask their need for support. I honestly wonder which is more likely to hinder learning: too much support because of low expectations, or too little support because we aren't accurately assessing depth of knowledge?
, I’m going to introduce her to [enter all my brothers and sisters here] who have been adjuncts or they care a great deal about adjuncts.” She won’t be alone, I promise.
I'm not even an adjunct -- I'm "staff." I'm not ever expected to know anything. At least my current director knows otherwise (and some of the faculty who work in the same space in the lab with me :)) .<br> Still, I'm another fat layer removed from the "Open Ed" community. THere are valid concerns that OER be "quality" -- but without being "faculty," there are so many OER opportunities and conversations closed to me. I was very 'lonely' at OpenEd16.
As I was listening to my very brilliant friend, all I could think about was that I’m a pacifist who doesn’t see the point of the war.
Yes yes yes yes yes
I think we grossly underestimate the current trend wherein everything is about war and money. .