Carnegie Math Pathways

Working Group at RUME 2023

Conference

Working Group at RUME 2023

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Fire Circles on Undergraduate Mathematics Education Research with Indigenous Communities

We invite educators who serve Native students and communities to join us for an engaging scholarly working group focused on undergraduate mathematics education with Indigenous communities.  Together we will explore how institutions and structures historically and currently operate at the national, state, and local levels to create and perpetuate injustice and inequality for Indigenous communities in the United States. We will then engage in studying how our research commitments and practices can disrupt those injustices and inequalities.

The working group session will be broken into three segments:

  1. In the first segment, attendees will learn about our collaboration leading to the Fire Circles, a community-led process for learning about mathematics teaching and learning that centers Indigenous communities and affirms four commitments, Relationality, Responsibility, Respect, and Reciprocity (Brayboy & Deyhle, 2000).
  2. During the second segment, we will engage in small Fire Circle discussions around themes that attendees propose as relevant. 
  3. In the last segment, we will plan ways to advance our collective work in the remainder of the year along agreed upon objectives that may include: a research commentary, a grant proposal submission to support the work, the launch of continued conversations and Fire Circles throughout the year, collaboration in empirical work, etc.  

 

Participation is welcome in person or virtually, and there is no fee to participate in the working group. Please see the session abstract for more details.

To participate sign up here.

Presentation at DREAM 2023

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Collaborating on Math Reform for Student Success: A Project Success Case Study with TCUs and Carnegie Math Pathways

Shared governance, collaboration, and trusting relationships have been key to the productive partnership of TCUs and Carnegie Math Pathways throughout Project Success. For implementation of math pathways reforms to be successful, it was imperative that these programs reflect and align with the needs and missions of the TCUs. Highlighting 5 years of implementation data and faculty and student outcomes, this session will share lessons and best practice for effective reform partnerships with TCUs. With perspective and insights from TCU educators, participants will learn how faculty engagement and strategies for shared governance of reform efforts can support sustainable change that is reflective of school and community needs and that drives shared prosperity for Native communities.

 

Presentation at the Strengthening Student Success Conference 2022

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Curricular Relevance for Equity and Engagement in Mathematics

During this session, we’ll explore an iterative process in which faculty can develop contextualized math curriculum to increase student engagement and sense-making, and create a more equitable learning environment. Studies strongly suggest that relevant and authentic contextualization allows students to make meaningful connections to what they are learning, making it easier to internalize, transfer, and retain new concepts.

We will describe faculty-led work contextualizing concepts in mathematics to align with the needs and interests of specific learner groups; a process that is subject agnostic. We’ll then hear from instructors and students as we explore the impact of using contextualized curricular materials (e.g. social justice and Indigenous contexts) in a learning environment.

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2022 NISOD International Conference on Teaching and Leadership Excellence

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Coaching for Change: Building Leadership Capacity to Implement and Scale Pathways Reforms

Learn how administrative coaching and leadership development are helping institutional leaders effectively lead organizational change and improve student learning outcomes in an NSF-funded project about scaling pathways reforms. We’ll cover a variety of capacity-building methods, including coaching, change management tenets, team priority setting, and consensus-building. This session will also highlight the importance of effective communication strategies to guide organizational change in complex reform efforts.

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Presentation at 2022 Innovations Conference

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Coaching for Change: Build Leadership Capacity to Scale Improvements

Carnegie Math Pathways Administrator Coaches, Margo Keys and Stephanie Delaney, will walk through how administrative coaching and leadership development can help build capacity for spearheading organizational change and improve student learning outcomes through institutional reforms.

With limited resources, institutional leaders must carefully invest professional development funds toward methods with proven outcomes. The goal of this session is to demonstrate those proven outcomes and to engage participants in activities and learnings from a National Science Foundation-funded project on leadership coaching to support the implementation of complex institutional reforms, such as Carnegie Math Pathways. Participants will engage in two cycles of learn-reflect-share, each focused on a case study of pathways implementation.

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Presentation at DREAM 2022

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The Fault in our Gold Stars: Moving from Merit-based to Mastery Grading to Support Student Success

Traditional systems of grading tend to reward behavior rather than knowledge and demand endless workarounds by instructors to motivate students. In this session, we’ll share how Carnegie Math Pathways is supporting institutions to learn about and test new approaches to assess student learning equitably and motivate their persistence in Quantway and Statway courses.

Saginaw Chippewa Tribal College math faculty will share how they’ve changed their course grading as well as preliminary results and learnings from the first term of implementation. Through interactive Jamboard and chat prompts, participants will reflect on how current grading policies and practices lead to inequitable outcomes. They will also have the opportunity to consider more equitable grading models and try a sample alternative assessment tool.

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Presentation at the 2022 COABE National Conference

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The Adult Numeracy in the Digital Age Project: A technology-enabled mathematics course for adult learners

Numeracy and digital literacy are critical for college, career, and citizenship. But nearly a third of the adult population in the United States does not have sufficient numeracy skills to manage critical quantitative tasks in their daily lives and over 16 percent have low digital literacy skills. Modern technology has the potential to significantly improve access to and the quality of adult education by offering flexibility, adaptivity, and responsiveness.

During this session, we’ll walk through a new online adult numeracy course developed in the Adult Numeracy in the Digital Age (ANDA) project, a research project funded by the Institute of Education Sciences (IES) and part of the IES-funded Adult Skills Research Network.

The design of the ANDA course centers on relevant, contextualized math content, collaborative and active learning, adaptive and personalized math content scaffolds, and social-emotional supports promoting self-efficacy and a sense of belonging. The course also integrates supports for the development of digital literacy skills.

As a participant, you’ll have the opportunity to engage in activities from the curriculum, as well as demo the adaptive technology platform. We’ll also invite you to provide feedback on the course design, curriculum, and functionality, and consider how the curricular and instructional design can inform your own instruction.

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Presentations at the AERA 2022 Annual Meeting

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Are you attending the AERA 2022 Annual Meeting? Join one of our sessions!

Understanding How Corequisite Implementation Strategies can Support Success for All Students in Mathematics

Developmental mathematics continues to be a barrier to success for millions of students each year. To address this, policies have shifted and new models have been developed, particularly corequisite courses. In this session, we’ll explore institutional strategies and administrative conditions that can impact success in corequisite courses.

Our preliminary results suggest that success rates can be impacted by:

  • the number of total contact hours used;
  • student cohort structure;
  • faculty preparation time, support, and collaboration;
  • and students’ initial reading and math levels.

You’ll walk away with critical information on promoting high and equitable success rates for corequisite mathematics courses and compelling data from institutions nationwide.

Date, Time, & Location
Saturday, April 23, 2:30 to 4 p.m. Pacific
San Diego Convention Center, Exhibit Hall B

Speaker
Scott Strother, Manager of Curriculum and Evaluation, Carnegie Math Pathways

The Role of Leadership in Scaling Implementation of Developmental Math Reform

Math pathways are promising approaches to improving success outcomes but efforts to implement such reforms effectively at scale have had limited success. This paper reports on a 5-year study that examines the processes involved with implementing innovation at scale and the role of leadership in managing organizational change. Findings suggest that leadership’s role is sensitive to institutional context and that the distributed nature of authority can serve as a barrier or a resource in differing contexts. The study suggests that developing leadership capacity may be an important approach to supporting effective and sustainable improvement at scale.

Date, Time, & Location
Sunday, April 24, 9:45 to 11:15 a.m. Pacific
Division Virtual Rooms
Division J – Section 3: Organization, Management, and Leadership Virtual Roundtable Session Room

Speaker
Ann Edwards, Director of Research and Implementation, Carnegie Math Pathways

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5th National Mathematics Summit

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The 5th National Mathematics Summit (NMS) is a series of pre-conference sessions hosted before the 46th Annual NOSS Conference.

During the Summit, join Pathways team members for informative sessions on making math classrooms more equitable and fostering collaboration in online and hybrid-format math courses.

Pathways Presentations at the 5th National Mathematics Summit

Teaching math for equity: Cultural relevance and inclusion in the classroom

As math educators, we aim to create classroom environments that provide equitable learning opportunities so that every student has the support and resources necessary to succeed. In the Carnegie Math Pathways, we have learned that cultural relevance and inclusion are key elements in the design of these kinds of learning experiences. This presentation will share strategies and approaches that Carnegie Math Pathways faculty use to make learning relevant, nurture students’ sense of belonging, and center student thinking and agency in order to provide each student with daily opportunities to meaningfully engage with peers, the instructor, and mathematics.

Date & Time
Thursday, March 17, 2022
7-8 a.m. Pacific / 10-11 a.m. Eastern

Speaker
Ann Edwards, Director of Research & Implementation, Carnegie Math Pathways

Promoting meaningful collaboration in online and hybrid math instruction

Evidence from in-person learning experiences shows that when barriers to belonging are removed, students are more likely to form social ties, overcome challenges, and ultimately succeed. How do we translate this to online instruction? Join us to learn about creating opportunities for students to build meaningful connections in online/hybrid mathematics learning experiences.

Date & Time
Thursday, March 17, 2022
8:30-9:30 a.m. Pacific / 11:30 a.m.-12:30 p.m. Eastern

Speakers
Dan Ray, Director of Network Relations, Carnegie Math Pathways
Lewis Hosie, Manager of Courseware Development and Implementation, Carnegie Math Pathways

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This event is sponsored by NOSS, AMATYC, Carnegie Math Pathways/WestEd, Charles A. Dana Center, Mathematical Association of America, Achieving the Dream, and Paul Nolting.

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Presentations at the 46th Annual NOSS Conference

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Whether you’re seeking strategies for contextualizing math lessons or looking for guidance on implementing institutional reforms, this year’s Pathways presentations at the NOSS 2022 Conference present a variety of informative sessions to grow your practice.

Rethinking Assumptions: Key Learnings about Supporting Collaboration and Mindsets from an Online Mathematics Course

Challenges are opportunities. In this session, explore learnings made over the past year about how to engender authentic student engagement online. We’ll dive into fostering growth and connection in the online space, and synthesizing instructor presence, course design and structure, modeling and social-emotional supports, and collaborative technology in a multi-modal online mathematics course.

Date & Time
Friday, March 18, 2022
8:30-9:30 a.m. Eastern

Speaker
Lewis Hosie, Manager of Courseware Development and Implementation, Carnegie Math Pathways

Opening College Doors: Increasing Access with Dual Enrollment and High School Transition Courses in Mathematics

With growing interest and acceptance of math pathways alternatives to algebra, colleges and high schools are increasingly seeing transition courses and dual enrollment quantitative and statistical reasoning courses as promising paths to college. With fellow participants and presenters, you’ll explore nontraditional opportunities for students to prepare for and connect with institutions of higher learning.

Date & Time
Friday, March 18, 2022
8:30-9:15 a.m. Eastern

Speaker
Dan Ray, Director of Network Relations, Carnegie Math Pathways

Respecting Contexts: Curricular Relevance for Equity and Engagement in Mathematics

Gain strategies for incorporating localized and contextualized topics into high-quality math lessons. Together, we’ll explore exemplar content and processes developed by faculty groups across the United States and abroad, and dive into teaching strategies for math lessons that can facilitate productive and respectful conversations around relevant and meaningful topics.

Date & Time
Saturday, March 19, 2022
11-11:45 a.m. Eastern

Speakers
Jan Miller, Professor of Mathematics, Bay Mills Community College
Lewis Hosie, Manager of Courseware Development and Implementation, Carnegie Math Pathways

Coaching for Change: Supporting Administrative and Faculty Leaders to Implement Meaningful and Effective Reform

Effective leadership is crucial to implement complex institutional reforms aimed at improving student success. In this interactive session, you’ll learn about case studies from an NSF-funded project on leadership coaching that supports faculty and administrative leaders to implement meaningful and effective pathways reforms.

Date & Time
Saturday, March 19, 2022
3-3:45 p.m. Eastern

Speakers
Ann Edwards, Director of Research and Implementation, Carnegie Math Pathways
Margo Keys, Vice President of Student Services, Chippewa Valley Technical College
Stephanie Delaney, Vice President of Instruction, Renton Technical College

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