The AMATYC "New Life for Developmental Mathematics" work seems to be forging ahead with creating its own 2-course sequence for precollege mathematics; check out the details at the "DM-live" wiki...

And speaking of "New Life," Jack Rotman has an interesting blog--"Developmental Mathematics Revival!"; here's an example post, a critique of the modular approach to dev math that's sweeping the nation...
Comparisons of What It Means to be "College-Ready" in Mathematics:==

Standards update: The final official version of the Common Core Standards (English and math) for K-12 have been released; the emphasis in the standards is on college- and career-readiness, and with all of the states except Alaska and Texas formally signing on to the project, along with endorsements and involvement from all the major math associations, the work is worth our taking a look at to see how it compares to our own College Readiness Standards and consider its relevance and value in exploring changes to our own pre-college curricula. You can download or read the document at the Common Core site; make sure you check out the "Standards for Mathematic Practice" section as well... Here is a file with the actual standards:

Carnegie Statway Project home page The best way to keep up with the Carnegie Statway (and "Mathway") work as it develops--lots of links and resources here...

Read about Jackson State Community College's implementation in developmental mathematics of the National Center for Academic Transformation (NCAT) course redesign model...I saw this newsletter item last fall when it appeared, but Mickey Davis just sent it to me and reminded me about it again recently. Mickey and I tend to agree that a useful way of framing the critical challenges facing us in truly re-thinking precollege math is as follows (to use language Mickey suggested):

a) thoughtfully requiring students to learn the actual mathematics they need b) ensuring that students have adequate means of support for their learning c) creating departmental cultures that can collaboratively address problems of teaching and learning d) improving teaching such that mathematical understanding and numerical reasoning skills are developed.

From that framework the NCAT work seems, at least on the surface, to be mostly about a) and b). Nothing wrong with that as far as it goes, and I think there are things to be learned from this work,but it's worth noting that our project is also trying to do the much messier and more complicated work involved in c) and d), which I believe has a better shot at a providing deeper and more long-term response to the problems we face in terms of student achievement in both precollege and college math.

As a footnote, the October 2010 NCAT newsletter boasts about strong positive results from Cleveland State's version of this work in dev ed math; the link here provides more info about their version of the NCAT model...

Here's a slide show presented at the May 2011 NISOD conference from Cleveland State about their NCAT model and the latest evidence on student success:

There has been a flurry of recent activity on AMATYC's "New Life for Developmental Mathematics" wiki , including more info about the structure/outcomes of the 2-course sequence they are working on. I expect there will be much more about it at their November conference in Boston; the good news for all of us who can't get to Boston is that material from the conference will be posted eventually on their web site--you can find lots of interesting session presentations on developmental math from their 2009 conference proceedingsalready; check out in particular sessions S39, S48, S58 (WAMAP), S69, S83, S89, S143, and W10...

## The AMATYC "New Life for Developmental Mathematics" work seems to be forging ahead with creating its own 2-course sequence for precollege mathematics; check out the details at the "DM-live" wiki...

And speaking of "New Life," Jack Rotman has an interesting blog--"Developmental Mathematics Revival!"; here's an example post, a critique of the modular approach to dev math that's sweeping the nation...

Comparisons of What It Means to be "College-Ready" in Mathematics:==

## Math Standards Crosswalk

## Washington College Readiness Math Standards

Standards update:The final official version of the(English and math) for K-12 have been released; the emphasis in the standards is on college- and career-readiness, and with all of the states except Alaska and Texas formally signing on to the project, along with endorsements and involvement from all the major math associations, the work is worth our taking a look at to see how it compares to our own College Readiness Standards and consider its relevance and value in exploring changes to our own pre-college curricula. You can download or read the document at the Common Core siteCommon Core Standards;make sure you check out the "Standards for Mathematic Practice" section as well... Here is a file with the actual standards:## NAEP (National Assessment of Education Progress) 12th Grade Mathematics Framework:

## Check out Virginia's effort (in a process that sounds remarkably similar to our work with the College Readiness Math Standards as part of TMP) to define College- and Career-Ready Mathematics Performance Expectations...

## Carnegie Statway Project home page The best way to keep up with the Carnegie Statway (and "Mathway") work as it develops--lots of links and resources here...

## Read about Jackson State Community College's implementation in developmental mathematics of the National Center for Academic Transformation (NCAT) course redesign model...I saw this newsletter item last fall when it appeared, but Mickey Davis just sent it to me and reminded me about it again recently. Mickey and I tend to agree that a useful way of framing the critical challenges facing us in truly re-thinking precollege math is as follows (to use language Mickey suggested):

a) thoughtfully requiring students to learn the actual mathematics they needb) ensuring that students have adequate means of support for their learning

c) creating departmental cultures that can collaboratively address problems of teaching and learning

d) improving teaching such that mathematical understanding and numerical reasoning skills are developed.

## From that framework the NCAT work seems, at least on the surface, to be mostly about a) and b). Nothing wrong with that as far as it goes, and I think there are things to be learned from this work,but it's worth noting that our project is also trying to do the much messier and more complicated work involved in c) and d), which I believe has a better shot at a providing deeper and more long-term response to the problems we face in terms of student achievement in both precollege and college math.

## As a footnote, the October 2010 NCAT newsletter boasts about strong positive results from Cleveland State's version of this work in dev ed math; the link here provides more info about their version of the NCAT model...

## Here's a slide show presented at the May 2011 NISOD conference from Cleveland State about their NCAT model and the latest evidence on student success:

## There has been a flurry of recent activity on AMATYC's "New Life for Developmental Mathematics" wiki , including more info about the structure/outcomes of the 2-course sequence they are working on. I expect there will be much more about it at their November conference in Boston; the good news for all of us who can't get to Boston is that material from the conference will be posted eventually on their web site--you can find lots of interesting session presentations on developmental math from their 2009 conference proceedingsalready; check out in particular sessions S39, S48, S58 (WAMAP), S69, S83, S89, S143, and W10...

Check out what looks like a really exciting math curriculum effort at LaGuardia Community College:

Project Quantum Leap

Here's a link to another interesting set of open math resources called "DIGITAL MATH," sent to me by Cable Green (SBCTC)

Lessons in Art and Mathematics: modules available for downloading (recommended by the MathTalk listserv)

Math My Way program at Foothill CollegeHere are some interesting postings (check out February and March 2011) from the current NCTM President, J. Michael Shaugnessy, that I think are relevant to our work (thanks to Laura Moore-Mueller from Green River for sendin me the link!)...