I was involved in a somewhat similar project at CUNY, called the Quantitative Reasoning Fellowship Program. Math graduate students (like me at the time) were placed in part-time positions at community colleges in the CUNY network to help include more math literacy training into non-math courses. In exchange, they received a small salary and tuition remission and, unfortunately, that was at the only reason most of them did it. I felt I was able to get some good work done in collaboration with some amazing faculty at Bronx Community College, but it was like we had to make everything from scratch, and it’s hard to say how lasting of an impact the work really had. CUNY (and I bet many other university systems) are throwing tons of money at the quantitative literacy problem and most of it is not hitting the bullseye. My point: if you made progress on this problem, you did something pretty awesome, and we want to know what you did!

]]>Thank you for your perspective.

The principle at the local 100% free lunch high school hired me (retired math PhD) to tutor the top students for the state algebra test.

This was a new approach as past efforts had focused only on the bottom 25%.

It was interesting to see the knowledge gaps in these “top” students.

It was appalling that they wanted to focus on methods with a graphing calculator as opposed to understanding the principles of algebra.

We will see when test scores come in the effectiveness of conceptual instruction with these top students.

Dr. H

]]>I ran a version of our Transition to Higher Math / Proofs course that used the complex numbers and the related algebra and functions as the theme. This was very valuable for students in that it touched on many areas of mathematics, required some care with definitions and finding meaning, and had lots of inquiry opportunities. There was a true need for rigor in places, but also a place for intuition. Wrote about the course a while back in PRIMUS.

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