Mathematics course materials

The careful design of curriculum and pedagogy has the power to change students’ lives. The Dana Center’s current higher education curricular resources serve three aligned mathematics pathways: quantitative reasoning, introductory statistics, and the path to calculus.

Every year, millions of students enroll in community colleges with the goal of transferring to a 4-year university and completing a bachelor’s degree. In fact, 80% of community college students identify transfer as an academic goal. However, only 33% of community college students ever end up transferring and only 14% of an entering community college cohort completes a bachelor’s degree within six years (Jenkins & Fink 2016).

Higher education stakeholders across the country have identified a major contributing factor to poor outcomes in student retention, completion, and social mobility – mathematics. A clear body of research suggests traditional college mathematics is a significant barrier to degree completion for all fields of study.

Resources and Support for Science Educators

Through the Dana Center's professional learning opportunities, science educators can continue to hone their classroom instruction. Drawing from the latest educational research and standards, our professional learning sessions for science teachers provide access to an array of support, tools, and resources.

The Dana Center’s Higher Education team provides services to support systemic and sustainable change in postsecondary education. We focus on the implementation of mathematics pathways through coordinated efforts across all levels of the higher education system: national, state, institutional, and classroom. We work to empower local leaders, build upon previous work, and establish respectful structures and processes to engage people in cycles of continuous improvement.

Professional Development for Math Educators

Effective teacher practice is refined through a structured, collaborative effort among teachers within the school system.

We offer professional learning sessions to deepen teacher knowledge of pedagogy and content and sessions to guide district leaders to effectively support this type of teaching. Our professional development protocols assume that good teaching can be learned, and that such learning depends on district structures that facilitate ongoing professional learning.