LY-MathLN Call to Action: Recommendation 3
The Launch Years Math Organizations Leadership Network (LY-MathLN) has curated a list of resources and brief facilitation notes to help implement the Call to Action and Recommendations.
Recommendation 3: Provide Time, Space, and Opportunities
Provide time, space, and opportunities for educators to engage in professional learning that promotes equitable, evidence-based teaching and learning in mathematics and statistics.
When Recommendation 3 is enacted, educators and other stakeholders will collaborate to implement equitable and effective teaching strategies. They will leverage students’ strengths instead of focusing on deficiencies.
Each listed resource below includes:
- Brief description with links to related resources
- Resource type (Informational resource; Tool to guide implementation; Example of program)
- Primary audiences (Mathematics and Statistics Education Community; General Education Community; Students, Families, and Community Stakeholders)
- Location of resource (How to access or purchase)
Resources and Tools to Enact Recommendation 3: Provide Time, Space, and Opportunities
DEGREES OF FREEDOM: Diversifying Math Requirements for College Readiness and Graduation from PACE | The first of three reports published by PACE provides an overview and discussion of diversifying the pathways for secondary students to meet the criteria for acceptance into postsecondary education spaces (e.g., universities, colleges, certification programs). The later publications continue the conversation of how universities can change admission requirements to provide room for more diverse pathways: DEGREES OF FREEDOM: Varying Routes to Math Readiness and the Challenge of Intersegmental Alignment and DEGREES OF FREEDOM: Probing Math Placement Policies at California Colleges and Universities.
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Position Statement for the American Mathematical Association of Two-Year Colleges (AMATYC) Mathematics Pathways | The AMATYC position statement on the need to diversify mathematics pathways offers strong rationales for creating new pathways for learners. AMATYC stresses the diversity of learners and their interests in aligning with multiple pathways for learners in transitioning to four-year institutions. The statement demonstrates that calls for change are not only coming from policy-related organizations but also from teaching institutions.
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Ohio Department of Education: High School Math Pathways | The Ohio Department of Education serves as an example of a state department working to construct various pathways at the high school level. Its website contains presentations and panels from a state-sponsored conference promoting additional conversations about the work needed to change state department of education and college admission policies. The discussions, panels, and resources show how one state has worked toward these endeavors. Teachers, administrators, and education advocates can use the resources with all stakeholder groups.
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The National Collegiate Athletic Association: Core Courses | Several powerful third-party entities influence the pathways at the secondary level and admission requirements at the postsecondary level. Conversations across all stakeholders (secondary, postsecondary, and third parties) will be necessary to change and align admission policies and requirements. For example, the National Collegiate Athletic Association (NCAA) shares the requirements for secondary core courses for student athletes. Changes to set requirements and guidelines will require conversations to reach consensus with stakeholders who may have differing goals/objectives.
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