It has been researched and discussed at length that placement tests and remedial mathematics courses are obstacles for many students, particularly those from marginalized and underserved communities. Colleges and universities throughout the U.S. have been examining and revising math requirements and creating new options beyond the traditional entry level algebra course.
Just Equations, a non-profit organization that seeks to re-envision mathematics to ensure greater educational equity, issued a report, “Go Figure: Exploring Equity in Students’ Postsecondary Math Pathway Choices.” Authored by Dr. Rogéair D. Purnell and Just Equations founder Pamela Burdman, the report presents a preliminary look at how students at three California institutions—one California State University campus and two community colleges—are choosing their math courses and pathways.
“The goals with this study were to begin to understand the most equitable ways of implementing multiple math pathways and ensuring the implementation of those pathways doesn’t inadvertently lead to tracking of students,” said Burdman. “For many students, algebra is not meaningful or relevant for their interests or aspirations; however, it is required for many STEM fields. We want it to be accessible to students whose aspirations require them to take it, but we don’t want it to be a barrier for all other students.”
With students at California institutions now being given choices for math courses, Purnell said they wanted to examine what information students were receiving regarding the math pathways most appropriate for them. They also wanted to explore how students are given information and guidance to make an authentic decision. The final goal was to present strategies to make sure math pathways foster the skills to ensure math success.
New policies for California State University institutions and California community colleges are giving students, with the guidance of faculty and/or counselors, a primary role in placing themselves into math courses. Since math pathways should align with students’ fields of study, it’s important that students make well-informed choices. Purnell said giving students freedom of choice is much more positive than a dictated math course, but it’s essential that students are receiving thorough information that facilitates success.
“The real key is to be culturally responsive and to understand what your students’ interests, strengths and needs are,” said Purnell. “In a lot of cases, students don’t have the full breadth of what the opportunities might be for them.”
Part of this, she said, is allaying math anxiety through creative means, such as having students speak with people in fields that interest them and illustrating how math has played a part in those careers. That can help students build an education plan in which they map out what’s involved in pursuing their interests.
