Igniting Statewide Mathematics Re-Design: A Cross-Sector, Grassroots Approach

Autor/inn/en	Henderson, Carrie; Ivey, Abbey
Titel	Igniting Statewide Mathematics Re-Design: A Cross-Sector, Grassroots Approach
Quelle	In: New Directions for Community Colleges, (2023) 201, S.53-66 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0194-3081
DOI	10.1002/cc.20560
Schlagwörter	Mathematics Education; Mathematics Curriculum; Curriculum Design; Educational Change; Mathematics Instruction; Track System (Education); Algebra; Florida + Suchen Sie Ihr Suchwort? Mathematische Bildung; Lehrplangestaltung; Bildungsreform; Mathematics lessons; Mathematikunterricht; Leistungsgruppe; Leistungsdifferenzierung
Abstract	Mathematics continues to be one of the most significant barriers to student success, particularly in the community college sector. Many students are placed into the algebra-based track, which is often viewed as the "safe" or most desirable option, when they likely would have been better served in an alternative mathematics pathway more closely aligned to their academic and career goals. However, transformative mathematics re-design that moves away from the default algebra pathway and traditional content and delivery of instruction is best facilitated by a cross-sector, faculty-driven approach to create scalable change to increase student success in mathematics. This chapter highlights the efforts of the Florida Student Success Center in driving statewide mathematics reform and creating distinct statewide mathematics pathways using a grassroots approach driven by experts in the K-12, college, and university sectors. Practical insight and guidance are provided using Loverme and Kotter's (2019) 8-Step change process framework. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01