Calculated changes are coming to current math curriculums

Cameron Cyprain Staff Writer

This summer quarter, rearrangements will be made to the current math course sequences. The changes would affect what are more commonly known as ‘pathways’ on the Fort Steilacoom, Puyallup, and Joint Base Lewis-McChord campuses.

Statistics on Pierce from the Achieving the Dream (ATD) National Reform Network indicated that student success rates in math courses have steadily declined over the years. Planned restructurings for current math curriculums are meant to address this issue.

As part of the new outlook for math pathways, certain courses, or elements of them, will be consolidated into others for fluidity. For example, there will be no more Math 60 starting summer quarter because it will become part of Math 54 (beginning algebra).

“We offered a prototype of the [latter] course last summer,” Sharon Camner, math professor and member of the planning team making the course changes, said. “At first, we thought we were just going to rearrange a few things,” she said, “but the administration was really supportive in terms of funding and giving us the time to organize and plan the new changes”

“What we noticed is that if you just offer a string of remedial courses, it’s not very effective,” Rajesh Lal, another math instructor on the planning team, said.

The revised pathway is to include a more comprehensive track with Math 50 (basic math), 54 (beginning algebra), and 96 (intermediate algebra in context). “The goal was to achieve efficiency while also achieving success,” Camner said.

From there, students could opt for one of two tracks. The first one includes Math 107 (math in society), 146 (statistics), and 131 (math for elementary education), while the second contains Math 98 (intermediate algebra for pre-calculus), a lead in to 141 (pre-calculus), 147 (business pre-calculus).

One innovation to the new set of courses involves themes, which are based on real-life scenarios. The scenarios, which involve citizenship, personal finance (taxes, budgeting), and medical literacy will be used to help students grasp difficult to learn concepts. “I wish I had this when I was in college,” Lal said.

Though most degree and certificate programs require some amount of college level arithmetic, choosing to enroll in such classes can be daunting for students who struggle with math.

A major concern shared by instructors, advisors, and other faculty members is with students who, due to a lack of academic preparation, waste time and money repeatedly failing their math courses.

Camner and Lal have discussed modifying the math pathways for several quarters now, making it clear that what they would like to see is dedication coupled with a solid plan to succeed at math. “I call it productive persistence: tenacity: having the will to try it again while also having a strategy,” Camner said.