Frequently Asked Questions

Searching for more answers? Below are some questions we commonly receive from educators and administrators exploring our courses.

General Questions

The Carnegie Math Pathways courses were created and continue to be improved upon by faculty for faculty and use research-proven pedagogy to engage students in rich learning experiences. They are taught using a unique approach that promotes active, collaborative learning around real-life situations and incorporates embedded social-emotional supports that positively affect student success.

In fall 2020, we are releasing the entire suite of CMP courses online using our adaptive learning platform. Whether you are seeking support for immediate transition of your course to distance learning or are exploring options for future terms, our online courseware provides you with much needed flexibility and is proven to deliver lasting and effective results.  

Created from the 10-years of research and experience behind our in-person courses, the fully online offerings provide rich supports to you as faculty to facilitate active, collaborative learning in the online space. Critically important for distance learning, all of our courses have built in social-emotional supports that help students gain a sense of belonging in the course and support their persistence as they work through rigorous math problems individually and in small group collaborations. Visit our Fully Online Offerings page to learn more.

To help all students succeed in math and reach their college and career goals, we offer our curriculum at the lowest possible cost to students. Our fully online courseware is available to students for just $59 per course. Our in-person course materials, though comparable, vary in price depending on the course you are interested in teaching and the publishing cost. Please contact us at info@carnegiemathpathways.org for current pricing information.

Different institutions have taken different approaches.  Some have revamped their math offerings to include a set of streamlined math pathways (such as ones for statistics, quantitative reasoning, calculus, and career technical education), while others offer a mix of pathways and non-pathways courses.

Carnegie Math Pathways curriculum is designed to strengthen language learning, and students are asked to engage in rich contextual content and express their thinking and reasoning. To help students be successful with these tasks, the Pathways lessons have been carefully designed to follow specific language and literacy design principles that ensure scaffolded supports for students and provide guidance for faculty.

Built into the Quantway and Statway curricula and instructional approach are a series of social-emotional routines and interventions that are known as Productive Persistence.  Designed to help improve student engagement, learning, and ultimately, success,the activities focus on developing a growth mindset, creating a sense of belonging, and helping students build confidence and implement effective strategies to persist in the course.

Quantway

Quantway is a set of quantitative reasoning course options designed to promote success in mathematics and to develop quantitatively literate students. Quantway includes a set of 1-2 term offerings that are designed to meet a range of developmental and college-level student needs.

Quantway College with Corequisite is designed as a one-term, college-level quantitative reasoning course with targeted supports for students who need them. The course model consists of Quantway College with a corresponding corequisite component that develops quantitative reasoning and algebraic thinking and reasoning skills.

Quantway is a great math option for students in non-STEM fields who benefit from quantitative reasoning for their other courses and for their career path. The Quantway Pathway or Quantway College with Corequisite courses provide developmental math supports throughout the curriculum and are recommended for students that place 2-3 levels below college-level math.

Quantway was designed as a quantitative reasoning pathway for students in non-STEM majors. Should students in this pathway need or desire to take pre-calculus courses, we have designed a set of open source Bridge materials that provide students with the algebraic reasoning skills they need to transition into college-level algebra and/or transfer to a STEM field. These, along with our full sample curriculum materials, are available on our Explorer portal, which you can sign up for here

Additionally, a great new option for students interested in a STEM field is our College Algebra with Corequisite course.  Designed with the same emphasis on collaborative learning and real-world contexts as our Statway and Quantway courses, this course combines a one-term, college-level algebra course with a corresponding corequisite component aimed at developing students’ algebraic reasoning skills in support of the college-level learning outcomes. The materials are currently available for those who wish to pilot this course. For more information, contact us at info@carnegiemathpathways.org.

Statway

Statway is a suite of statistical reasoning courses that are designed to teach mathematics skills that are essential for a growing number of occupations and are needed for decision-making under conditions of uncertainty. Statway includes a set of 1-2 term offerings that are designed to meet a range of developmental and college-level student needs.

Statway College with Corequisite is designed as a one-term, college-level statistics course for all students. It consists of the one-term, college-level statistics course (Statway College) with a corresponding corequisite component aimed at developing students’ statistical and algebraic reasoning skills in support of the learning outcomes of the college-level statistics course.

Statway was designed for non-STEM students who benefit from statistical reasoning skills in their field of study and for their career path. The Statway Pathway or Statway College with Corequisite courses provide developmental math supports throughout the curriculum and are recommended for students who place 2-3 levels below college-level math.

Statway was designed as a statistical reasoning pathway for students in non-STEM majors. Should students in this pathway need or desire to take pre-calculus courses, we have designed a set of open source Bridge materials that provide students with the algebraic reasoning skills they need to transition into college-level algebra and/or transfer to a STEM field. These, along with our full sample curriculum materials, are available on our Explorer portal, which you can sign up for here.

Additionally, a great new option for students interested in a STEM field is our College Algebra with Corequisite course.  Designed with the same emphasis on collaborative learning and real-world contexts as our Statway and Quantway courses, this course combines a one-term, college-level algebra course with a corresponding corequisite component aimed at developing students’ algebraic reasoning skills in support of the college-level learning outcomes. The materials are currently available for those who wish to pilot this course. For more information, contact us at info@carnegiemathpathways.org.

Different colleges approach this differently. Generally, institutions work hard to set student expectations appropriately and to ensure a cohort approach. That is, they ensure at registration that students recognize they will be required to complete the second term in order to earn college-level credit. They ensure the second term is offered by the same instructor and at the same time period as the first term. A number of institutions have opted instead to offer a single-term accelerated Pathway, and these institutions have generally achieved even higher student outcomes than with the two-term sequence.

Fully Online Offerings

Statway is a suite of statistical reasoning courses that are designed to teach mathematics skills that are essential for a growing number of occupations and are needed for decision-making under conditions of uncertainty. Statway includes a set of 1-2 term offerings that are designed to meet a range of developmental and college-level student needs.

Faculty benefit from an enhanced online instructional experience through which they are able to meaningfully engage students in an active and collaborative learning process, monitor student progress and engagement, and receive quality data and course feedback they can act upon to support students’ mindsets, sense of belonging, and study habits.

Students benefit from group collaboration sessions to work through problems collaboratively as well as independent practice opportunities that are adapted to support individual student needs. Along with the content feedback provided to students by the instructors and the online platform throughout the course, the online experience also embeds social-emotional support surveys and messaging to encourage productive student engagement and persistence.

The courses have been developed to provide educators with much needed flexibility. We leave it up to the institution on how they decide to use our courseware, but have seen several of our institutions looking to create hybrid versions of our courses. A common hybrid course format uses the online platform for individual pre- and post-class assignments and utilizes the collaboration sessions as in-class work.  More information about how these courses can be used in-person is available in our certification course.

The virtual course curriculum is based on our original in-person courses and key design principles but was adapted for the virtual space. One looking at the virtual content and the textbook simultaneously will notice similarities in structure, but question task, type, and flow were all adjusted during the build. However, the curriculum (topics and scope) and learning outcomes are consistent between the two.

This course model includes video components, but they are not video lectures. Video in this model is used as an instructional tool to provide students feedback highlighting common trends and challenges in understanding and help guide students in grasping the content. The fully online Pathways experience is designed to encourage students to first work individually and in groups to productively struggle with and try to make sense of the mathematics or statistics concepts. The instructor can see individual pre- and post-collaboration exercise scores and group collaboration work and intervene to offer support when necessary. Student group collaboration work is reviewed by the instructor, who then provides video-based feedback to both the group and the entire class based on specific successes and struggles identified by the instructor.

Yes, the instructor can review all of the video recordings generated by the individual groups. Each collaboration session has an associated instructor guide which lays out the collaboration objectives, main mathematical ideas, and question answers, so the instructor has a resource to support them in their evaluation of and development of feedback for the group collaborations, and can prepare students for what is coming up in future collaborations.

Over the first few weeks of the course, we recommend that instructors try to pop in to student group collaboration sessions to provide guidance and make sure everything is going okay. Working in a group and scheduling collaboration sessions requires a high degree of student agency, and we see that initially many students can be hesitant to take control. For this reason, it is useful for the instructor to engage with groups in the first few weeks of the course to ensure groups are functioning and any non-participation is a one-off rather than an effort to disengage from the course. Joining for just the first 5-10 minutes may be all that is necessary to ensure the group members are comfortable with the technology and working through the content. 

Faculty who piloted these courses found this to be a critical way to observe the group work and to support students over the early parts of the course. As student groups bond and become more comfortable with the expectations of the collaboration sessions, it is less necessary for the instructor to be prepared to join student group collaborations, unless upon request.

Initially, instructors can use a polling tool, like a survey or whenisgood.com, to determine when students are typically available during the week to meet online. Once these initial groups are established and begin to work through collaborations together, bonds can form quickly, and members are hesitant to want to switch groups. If need be, however, group members can easily switch groups, permanently or temporarily. This process can be controlled by the instructor.

Initially, instructors can use a polling tool, like a survey or whenisgood.com, to determine when students are typically available during the week to meet online. Once these initial groups are established and begin to work through collaborations together, bonds can form quickly, and members are hesitant to want to switch groups. If need be, however, group members can easily switch groups, permanently or temporarily. This process can be controlled by the instructor.

Getting Started

To learn more about the Carnegie Math Pathways offerings, sign up to gain access to our Explorer portal, which provides access to our sample curriculum, learning objectives, and our demo online course.

Yes. The Carnegie Math Pathways program offers a unique approach to learning mathematics and engages math faculty in new ways of teaching. To help them successfully launch their courses, we require faculty to participate in one of our multiple training opportunities so they become familiar with our distinct pedagogy, platform, and faculty resources.

To support faculty and their busy schedules, we offer a wide variety of training ranging from individual, self-paced courses to in-person trainings led by experienced Carnegie Math Pathways Faculty Mentors. Our newest offering is a self-paced online faculty certification course designed to give faculty the information and support they need to prepare to teach our new fully online courses this fall. More information about our faculty certification is available on our Explorer portal. Click on the Get Started button below to start exploring further.