by Shannon Najmabadi
Chronicle of Higher Education, April 16, 2017
Full text here. Excerpt reprinted with permission.
TPSE (often pronounced "Tipsy") works with other groups to bring awareness, resources, and legitimacy to math reform, and makes it easier for reform-minded faculty members to learn from one another. The organization is led by a prominent mathematician in the field, Phillip Griffiths, an emeritus professor of mathematics at the Institute for Advanced Study. His involvement alone, many math reformers say, validates the effort.Read more
The Bill & Melinda Gates Foundation Awards Ithaka S+R Multi-year Grant to Develop, Test, and Scale new models for Entry-level Math Instruction
Project team includes TPSE Math.
Each year nearly half of U.S. high school graduates who begin college are forced to take remedial math before they can take college courses for credit. For most, this remediation requirement is unexpected and a substantial barrier to earning a college degree. Only 22% of students who face math remediation are able to finish college. For minority, low-income, and first generation students—who now comprise the majority of college students in the U.S.—math remediation may be even more detrimental to their degree attainment rates.Read more
4-Part Plan Seeks to Fix Mathematics Education
by Dan Berrett
April 10, 2016
(Original here. Reprinted with permission.)
Math is a stumbling block for many students, and instruction may be part of the reason why.Read more
A presentation by Tara Holm at the Texas Geometry and Topology Conference, 20 February 2016: Reflections on the AMS Committee on Education
Dr. William E. (Brit) Kirwan, Chancellor Emeritus of the University System of Maryland, has been appointed as Senior Advisor to TPSE Math, effective August 11, 2015.Read more
by Uri Treisman
My Dana Center colleague, Jenna Cullinane, and Jobs For the Future’s Lara Couturier have released a powerful report, A Call to Action to Improve Math Placement Policies and Processes. Their call to action offers six recommendations for how states and their public colleges might revise math placement policies, processes, and supports to ensure that STEM-interested students realize their professional aspirations.
I warmly encourage you to take a look.