the changing landscape of american mathematics education
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THE CHANGING LANDSCAPE OF AMERICAN MATHEMATICS EDUCATION
CBMS Oct 5-7, 2014eeting
Philip Uri TreismanProfessor of Mathematics and Public Affairs
Director, Charles A Dana CenterUniversity of Texas at Austin
April 10, 2014
THE CHANGING NATURE OF MATHEMATICS
Source: National Academies Press
THE COMPLETION AGENDA AND STRUCTURAL CHANGE IN
HIGHER EDUCATION
Performance Based Funding for Higher Education
Source: National Conference of State Legislatures
Higher Education Mathematics Course Enrollment
4 Year Institutions 2 Year Institutions
1995 2000 2005 2010 1995 2000 2005 2010College Algebra and below 57% 58% 56% 54% 81% 81% 81% 80%
Calculus 37% 35% 37% 38% 10% 8% 7% 7%
Advanced Courses 7% 6% 7% 8% Other Courses (2 Year) 12% 10% 12% 12%TOTAL Enrollment(in thousands) 1469 1614 1607 1971 1348 1273 1580 1887
Source: Adapted from the CBMS 2010 Census Report, Table S.2
THE COLLEGE AND CAREER READINESS AGENDA AND THE REDEFINITION OF THE HIGH
SCHOOL DIPLOMA
Source: Closing the Expectations Gap Report – Achieve.org
Source: College Board – SAT Report on College and Career Readiness, 2013
Source: ACT Report – National College Readiness, 2013
15
Percentage of Educators Reporting that Their StudentsAre “Well” or “Very Well” Prepared for College-Level WorkIn Their Content Area
Source and Graphic: ACT National Curriculum Survey 2012, ACT 2013.
But, on February 7, 2014 the Lumina Foundation and Gallup released a poll on how business leaders view higher education.
“While 96% of Chief Academic Officers think they are equipping their graduates for the work force, just 11% of employers strongly agree.”
Singa
pore
Taiw
an
Macao
-China
Liech
tenste
in
Netherl
ands
Finlan
d
Canad
a
German
y
Austria
Irelan
d
New Ze
aland
Czech Rep
ublic
United Kingd
om
Icelan
d
Luxe
mbourg
Portuga
lSp
ain
Slova
k Rep
ublic
Lithuan
ia
Hungary
Israe
l
Serb
ia
Romania
Bulgaria
Kazakh
stan
Chile
Mexico
Urugu
ay
Albania
Argentina
Jord
anQata
rPeru
300
350
400
450
500
550
600
650
613
494482
368
Aver
age
Scal
e Sc
ore
17
PISA 2012 Mathematics
OECD average
U.S. average
Source: PISA 2012 Results in Focus: What 15-Year Olds-Know and What They Can Do With What They Know, OECD 2013
18
PISA and Poverty
Source: Michael Marder, 2013; from PSID, CNEF, UNICEF, and PISA datasets
19
Math Achievement at the 8th Grade (TIMSS 2011)Average Scale Scores by Country and Selected US States
Source: Data taken from the Trends in International Mathematics and Science Study (TIMSS), accessed Jan 10, 2013 at http://nces.ed.gov/timss/index.asp. Data display by the Charles A. Dana Center.
Korea, Rep. of 613 Slovenia 505 Lebanon 449
Singapore 611 Hungary 505 Abu Dhabi-UAE 449
Chinese Taipei-CHN 609 Australia 505 Malaysia 440
Hong Kong-CHN 586 Alberta-CAN 505 Georgia 431
Japan 570 Lithuania 502 Thailand 427
Massachusetts-USA 561 TIMSS scale average 500 Macedonia, Rep. of 426
Minnesota-USA 545 Italy 498 Tunisia 425
Russian Federation 539 California-USA 493 Chile 416
North Carolina-USA 537 New Zealand 488 Iran, Islamic Rep. of 415
Quebec-CAN 532 Kazakhstan 487 Qatar 410
Indiana-USA 522 Sweden 484 Bahrain 409
Connecticut-USA 518 Ukraine 479 Jordan 406
Colorado-USA 518 Dubai-UAE 478 Palestinian Nat'l Auth. 404
Israel 516 Norway 475 Saudi Arabia 394
Finland 514 Armenia 467 Indonesia 386
Florida-USA 513 Alabama-USA 466 Syrian Arab Republic 380
Ontario-CAN 512 Romania 458 Morocco 371
United States 509 United Arab Emirates 456 Oman 366
England-GBR 507 Turkey 452 Ghana 331
20
Average Scale Scores by State – Low-Income Students8th Grade – NAEP Math (2013)
Massac
husetts
New Ham
pshire
Texa
s
Vermont
Wyo
ming
Montana
New Je
rsey
Idaho
Kansas
Maine
North Dak
ota
Wash
ington
Indiana
Minnesota
North Caro
lina
Ohio
Wisc
onsin
Hawaii
Pennsyl
vania
Colorado
Florid
a
Missouri
Nebras
ka
Oregon
South
Dakota
National
publicIowa
Marylan
dUtah
Virginia
Delaware
Nevad
a
New Yo
rk
Arizona
Illinois
Kentu
ckyAlas
ka
Arkansas
Georgi
a
New M
exico
Oklahoma
Rhode Isla
nd
South
Carolin
a
West
Virginia
Louisi
ana
Michiga
n
Tenness
ee
Californ
ia
Connecticu
t
Mississ
ippi
Distric
t of C
olumbia
Alabam
a250
260
270
280
290
281
270
256Ave
rage
Sca
le S
core
Source: NAEP Data Explorer, NCES. Graphic: Charles A. Dana Center.
STRUCTURAL CHANGES IN THE AMERICAN ECONOMY
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Now, instead of being the “land of opportunity,” the U.S. has one of the lowest rates of
intergenerational mobility.
UK U.S. France Germany Sweden Canada Finland Norway Denmark0
0.2
0.4
0.60.5 0.47
0.41
0.320.27
0.19 0.18 0.17 0.15
Earn
ings
Ela
stici
tyCross-country examples of the link between father and son wages
Source: Tom Hertz, “Understanding Mobility in America” (Washington, D.C.: Center for American Progress, 2006). Graph by Education Trust.
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The New Mathways Project (NMP) ModelA systemic approach to improving student success by reforming developmental and gateway mathematics based on four fundamental principles:
1. Multiple pathways aligned to specific but broad fields of study2. Acceleration that allows students to complete a college-level math course more quickly3. Intentional use of strategies to help students develop skills as learners that are directly
linked to their courses4. Curriculum design and pedagogy based on proven practice and linked to improvement
protocols
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STATISTICS PATHWAY is designed for students seeking a college-level statistics course as part of their general education requirement for majors in fields including:• Nursing• Social Work• Criminal Justice
QUANTITATIVE REASONING PATHWAY is designed for students pursuing a field of study in which general education math is a requirement. These fields include majors in: • Communications• Graphic Design• Paralegal
STEM-PREP PATHWAY is designed for students seeking a STEM or mathematics-intensive major in fields including: • Petroleum Engineering• Computer Science• Chemistry
Cumulative Pathway EnrollmentCarnegie’s Pathways
2011-2012 2012-2013 2013-2014 2014-2015*0
2000
4000
6000
8000
10000
12000
14000
16000
1,551
4,506
8,864
15,000
Consistent Success Rates Over Time: more students and more faculty teaching
Carnegie’s Pathways
2011-2012 2012-2013 2013-20140%
20%
40%
60%
80%
100%
56%52%
57%
49%52% 51%
Quantway 1 Statway
Contact Information• To receive monthly updates about the NMP, contact us at:
mathways@austin.utexas.edu
• General information about the Dana Center: www.utdanacenter.org
• General Information about the Carnegie Foundation:• www.carnegiefoundation.org– Bernadine Chuck Fong: Fong@carnegiefoundation.org
– Uri Treisman: uri@math.utexas.edu
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