As initiatives to expand college math course offerings beyond the traditional algebra-intensive pathway have gained attention over the past decade, questions have persisted about how the presence of expanded pathways … More
Fifty years ago, when university mathematics department chairs were surveyed about whether math should be a graduation requirement, only 15 percent said yes. Today, math requirements—sometimes referred to as “quantitative … More
In an op-ed for Scientific American, Just Equations Executive Director Pamela Burdman highlights how making math science central to math education can be a strategy to increase diversity in STEM … More
In an opinion piece for EdSurge, Just Equations National Policy Director Melodie Baker argues that new instructional approaches are needed in order to ensure that college Calculus can be responsive … More
Although today’s technology-rich environment has changed the way math is used in many fields, college admission still relies heavily on decades-old math expectations, viewing calculus on a transcript as a … More
In a blog post for the Mathematical Association of America’s Math Values Blog, Just Equations Math Educator in Residence Francesca Henderson shares insights about the potential for improving Calculus outcomes … More
In a commentary for EdSource, Just Equations National Policy Director Melodie Baker highlights the responsibility of college math departments to create the classroom conditions and supports that allow students from … More
College Calculus courses are widely-known as “weed-out” courses, and literature reviewed in Just Equations’ recent report—by myself, Melodie Baker and Francesca Henderson in partnership with the California Education Learning Lab—substantiates … More