Understanding the Role of Culture and Context in the Design of High School Mathematics Transition Courses in the Pacific

• In Event: Moscone Center North Roundtable Session 8
  In Roundtable Session: Possibilities for Equitable Space: Understanding Race and Culture in the Measurement and Design of Educational Policy and Practice

Abstract

Negative outcomes for students in non-credit-bearing college math courses have increased interest in strategies to more effectively support students in moving to and through credit college math. One strategy is to develop math transition courses that support students in gaining both mathematical and social-emotional skills. In this paper, we consider data from a series of workshops in three jurisdictions in the Pacific in which participants designed high school mathematics transition courses. Drawing on discussions and other artifacts and documents, we analyze how local context impacted the course design process. We address how participants adapted the design process based on their context to provide students with relevant opportunities to learn mathematics and to succeed in credit college courses.

Authors

• Max Altman, Southern Education Foundation, Inc.

• Ann R. Edwards, WestEd

• Marisa K Crowder, McREL International