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

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

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

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

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

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

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

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

About the Session

How can high schools and colleges collaborate to better align teaching and learning to prepare students for success in college math? In this session, two high school-college partnerships will share the design of and lessons learned from the implementation of high school transition courses, courses designed in partnership with Carnegie Math Pathways to provide seniors at risk of requiring remediation in college with a robust conceptual understanding of foundational mathematics and academic dispositions and skills that will help them succeed in college.

Participants will learn about

• Instructional design of HS transition courses
• Implementation models in different contexts
• How HS-College partnerships are created and maintained, including issues regarding -inter-segmental coordination
• Effectiveness of courses in improving readiness for college mathematics

Speakers

Ann Edwards, Carnegie Math Pathways
Darienne Day and Marisa Crowder, McREL/REL Pacific
Elizabeth Texeira and Coral Flanagan, Rhode Island Department of Education

Date & Time

Friday, April 30, 2021
8-9 a.m.
60-minute session available on demand

Roundtable Discussion

Want to discuss questions or session topics with the speakers? Join the roundtable discussion Friday, April 30, 12 p.m. Pacific / 3 p.m. Eastern. A link to the roundtable discussion will be available on the NCTM annual meeting platform prior to the date, listed by the session name and number.

Wednesday, April 21
10:00am – 3:00pm ET

Thursday, April 22
10 a.m. – 3 p.m. Eastern

Friday, April 23
10 a.m. – 3 p.m. Eastern

Wednesday, April 28
10 a.m. – 3 p.m. Eastern

Thursday, April 29
10 a.m. – 3 p.m. Eastern

Friday, April 30
10 a.m. – 3 p.m. Eastern

Policy changes are placing new demands on college mathematics departments. Learn how some faculty are meeting the demands by collaboratively developing co-requisite, online and accelerated versions of Carnegie’s Statway and Quantway pathways. Review the CMP design model, examine new pilot results and lessons learned, and leave with course redesign strategies.

Date and Time
1 p.m. – 4 p.m.
Wednesday, March 6

Speakers
Ann Edwards, Carnegie Math Pathways
Dan Ray, Carnegie Math Pathways
Lewis Hosie, Carnegie Math Pathways
John Kellermeier, Carnegie Math Pathways

This session will present artifacts and methods from a network of faculty’s work within the Carnegie Math Pathways to develop lessons and adapt classroom activities with an eye for social justice, equity, and cultural relevance as well as students’ reactions.

Date and Time 
1 p.m. – 1:50 p.m.
Thursday, March 7

Speakers
Dan Ray, Carnegie Math Pathways
John Kellermeier, Tacoma Community College (retired)
Earle Crosswait, Saginaw Chippewa Tribal College

With reference to our design principles for online courses that drive instructor presence, engender a growth mindset in students, and increase student sense of belonging in our online courses, an instructional system coordinator from a nationwide math pathways network will discuss and demonstrate instructional strategies that deliver upon such principles.

Date and Time
4 p.m. – 4:50 p.m.
Thursday, March 7

Speaker
Lewis Hosie, Carnegie Math Pathways

Learn about curricular and pedagogical considerations in the design of effective corequisite statistics and quantitative reasoning courses from the Carnegie Math Pathways that reflect research-based principles of effective mathematics teaching. Explore strategies for designing coherent and aligned co-requisite courses and understand how these structures can impact student success.

Date and Time
4 p.m. – 4:50 p.m.
Thursday, March 7

Speakers
Ann Edwards, Carnegie Math Pathways
Yolanda Manzano, Richland College
Scott Guth, Mt. San Antonio College