Reform Models in Developmental Mathematics

For many years, our developmental mathematics programs were based on a remedial image — filling in the ‘swiss cheese’ of student’s knowledge of school mathematics, with the school mathematics based on an archaic content (circa 1965).  Now, for the first time, we have an opportunity to explore a model of developmental mathematics that is based on mathematical needs of students — designed especially for community colleges.

During the June 6 (2012) webinar, Uri Treisman presented some general concepts to guide our work in reforming our curriculum; my component of the webinar dealt with applying these concepts in our departments.  In this post, I want to share two possible structures for reform of developmental mathematics as presented that day.  [The recording of the webinar will be available later this summer.]

One approach to reform is to target reform for particular groups of students.  You might identify students who need an intro statistics course, or those who need a quantitative reasoning course, and design a prerequisite course just for these students.  In this approach, the existing developmental mathematics curriculum is left undisturbed … at least for now.  The resulting curricular model looks something like this:

This ‘targetted’ approach is reflected in the Statway and Quantway work, for example.  However, this is not the only … nor necessarily best … approach.  Since our content is heavily influenced by archaic high school content, the mathematical needs of students — especially in reasoning and transfer of learning — would be better served by a total reform.

A reform for all students (total reform) has a goal of replacing existing courses.  In this model, the beginning algebra course is replaced by mathematical literacy course (which is also part of the target reform model); the intermediate algebra course is replaced by a reform algebra course … which some students would not have to take to meet their math needs. 

This reform for all students model creates this visual:

The reform algebra course (“B” in this visual) might be the one described as “Transitions” in the New Life model; see http://dm-live.wikispaces.com/TransitionsCourse.  Some colleges might consider a combined beginning & intermediate algebra course for course B; this is not a reform course (as the content is the traditional … and archaic … material).  Another option in this total reform model is to create a faster path in pre-calculus — blend ‘course B’ (reform algebra) and pre-calculus in to a 2 semester sequence for those students. 

Reform in developmental mathematics is needed.  However, reform in developmental mathematics is not sufficient; we also need to reform the introductory college mathematics courses to reflect current needs and professional knowledge.  Our students deserve the best mathematics we can provide, both in developmental and college-level courses.

 
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