Reasoning With Functions I & II

STEM-Prep Pathway: Content and Structure

In order to ensure a scalable, quality STEM-Prep pathway design, we sought input from a broad range of researchers and practitioners in the development of the STEM-Prep course materials.

We asked these experts to contribute to a design team for content or for structure and provide initial input during the design phase and to act as a working group to support the authors during the course development phase.

NMP staff led the process of organizing the information collected by the teams into a workable set of suggestions and recommendations. More information on this process can be found in They will need it for Calculus [pdf, 640KB], Driving the design of the STEM-Prep pathway [pdf, 685KB], and Structuring the STEM-Prep pathway [pdf, 626KB].

Reasoning With Functions I and II

Figure 1 – We are in the process of determining how to meet the 5-contact-hours requirement while adhering to the existing Texas ACGM.

Like the other Dana Center–developed courses to support the NMP pathways, the STEM-Prep courses Reasoning with Functions I and II emphasize critical thinking through interdisciplinary connections (as described in the NMP Curriculum Design Standards [pdf, 276KB]).

Students may enter the STEM-Prep pathway after completing Foundations of Mathematical Reasoning and its co-requisite Frameworks for Mathematics and Collegiate Learning, or by placing at the Intermediate Algebra level.

Learning Outcomes Reasoning with Functions I [pdf, 620KB]

Three semesters of course work—Foundations/Frameworks, Reasoning with Functions I, and Reasoning with Functions II—will prepare students to enter calculus or a similarly demanding college-level STEM course.

Students earn transferable college credit in both Reasoning with Functions I and Reasoning with Functions II. We anticipate launching Reasoning with Functions I course implementation in Spring 2016, and Reasoning with Functions II course implementation in Fall 2016.

Figure 2

Figure 2

Figure 2 illustrates how the STEM-Prep pathway compares to a traditional algebra sequence. Note that while the traditional sequence example represents a common model, there is a great variety in the number and names of the traditional sequence courses offered at individual institutions.