Reimagining Algebra Education for Non-STEM Majors: Insights from AMATYC Conference 2016

Explore the need for an algebra course tailored to non-STEM majors based on discussions at the AMATYC Conference 2016. Discover insights on revising algebra sequences, eliminating topics, and enhancing focus areas. Uncover enrollment statistics, departmental offerings, and alternative programs reshaping math education for diverse student pathways.

• Algebra Education
• Non-STEM Majors
• AMATYC Conference
• Math Pathways
• Alternative Programs

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1. Should There be an Algebra Course for Non- STEM Majors? AMATYC Conference 2016 Rob Farinelli

2. There are many questions about this topic and this presentation does not have all of the answers! Yes, the algebra sequence for STEM majors needs some revision as well! Two DISCLOSURES

3. Consider the entire two-year college sequence of algebra courses What is the one topic that should be tossed out? (PINK) What is theone topic that needs more attention? (YELLOW) Think Pair Share Portion

4. According to the 2015 CBMS Survey College Algebra Enrollment at 292,000 Add 13,000 if you include a combined College Algebra/Trig Add 87,000 if you include Pre-Calculus Statistics Enrollment at 250,000 Intermediate Algebra at 299,000 Elementary Algebra at 277,000 Some Background Data

5. Percentage of departments that offer College Algebra 84% Purpose of College Algebra Prepare students for Trig, or Mainstream Calculus 84% Prepare students for Business Calculus (non Mainstream) 55% Strengthen general quantitative literacy 73% Provide an option to students taking no further math 68% Course content primarily taught through modeling and problem solving 26% College Algebra (from 2010 CBMS, page147)

6. Surveys show that somewhere between 7% and 20% of college students actually enroll in a Calculus class. What about the rest?? What Does the Traditional Algebra Sequence Prepare Students for?

7. Carnegies Quantway/Statway Dana Center s New Mathway Project The Right Stuff College Algebra Project New Life Developmental Mathematics Revival Numerous state and local alternate Pathways programs Some Alternate Programs

8. What is the prerequisite? How does it fit into the current track OR should it even?? Who would take this course? How can we still develop algebraic thinking and reasoning? Many students feel algebra is too difficult to understand and not too useful. But What about an Alternative Algebra Course?

9. Can we offer a different course? One that is NOT watered-down One that is mathematically rigorous One that has relevant content One that can appeal to many different majors If algebra is taught with sense-making as a goal, its power in solving many types of problems is apparent. What About Those Not Taking Calculus?

10. What words do students use to describe an algebra course? What words do faculty use to describe an algebra course? Differing Perceptions

12. + + x 3 x x 7 2 x 1 + Subtract: 2 2 4 x 5 6 3 Simplify: 2 7 What Should NOT Be Included??

13. Algebra as a Symbolic Language Algebra as Generalized Arithmetic Recognizing Patterns Functions and Algebra Slope, Linear Functions, and Proportional Reasoning Non-Linear Functions What Should Be Included?

15. Transfer Issues State Issues (meeting gen ed requirements) Advising Course Offerings Administration and Logistics

16. Enjoy the rest of the conference Contact Information: Rob Farinelli (rfarinelli@csmd.edu) Thanks for attending!