The introductory statistics course has gotten better over the years, but there are many content areas in STAT 101 that should be reconsidered.

The increased relevancy and importance of quantitative literacy (QL) have called for educational reform in undergraduate mathematics course offerings. However, lack of clear guidelines has led to wide variability in the content and outcomes of math courses meant to address QL. Therefore, having an expert consensus regarding content and outcomes…

In 1908, Felix Klein suggested that to mend the discontinuity that prospective secondary teachers face, university instruction must account for teachers' needs. More than a century later, problems of discontinuity remain. Our project addresses the dilemma of discontinuity in university mathematics courses through simulating core teaching practices…

One of the first simulation-based introductory statistics curricula to be developed was the NSF-funded Change Agents for Teaching and Learning Statistics curriculum. True to its name, this curriculum is constantly undergoing change. This article describes the story of the curriculum as it has evolved at the University of Minnesota and offers…

This article illuminates how faculty translate professional development around contextualized math instruction into teaching practice, and offers practical recommendations for those embarking upon similar curricular reform efforts at community colleges.

The ubiquitous acquisition and generation of data require a reworking of curricula in introductory statistics in tertiary education. We present a renewed curriculum that focuses on scientific thinking, modeling, and simulation-based inference, utilizing R and various R tools such as shiny and learnr apps. We teach statistics from a data-centric…

This article describes the authors' experiences developing and implementing an innovative curriculum connecting mathematics and the biological sciences. It describes the original plan, the modifications that were necessary, and some advice to readers who might want to develop comparable programs.

In this paper we provide a description of the project DrIVE-MATH, highlighting the main goals, intellectual outputs, outcomes, the involved partners, and activities and reports from the three-years' project. At the end we discuss the impact of the new proposed Education models at various levels, from students, to HEIs, to stakeholders.

This study evaluates the impact of Maryland's Mathematics Reform Initiative (MMRI), which sought to improve student success in developmental and college-level math through comprehensive curriculum and structural reforms. Launched in 2015, the MMRI developed and implemented non-algebra math pathways tailored to students' chosen program of study.…

Faced with students failing to complete Calculus 1 at rates of almost 50%, the Department of Mathematics at Western Michigan University addressed the lack of progression of STEM majors through this gateway course and, thus, through their intended majors. In this case study, we describe the four-year process of redesigning our single variable…

The Department of Mathematics and Computer Science at Adelphi University engaged in a year-long program revision of its mathematics major, which was initiated by a longitudinal study and the publication of the 2015 Curriculum Guide by the MAA's Committee on Undergraduate Programs in Mathematics. This paper stands as a short story, so to speak, of…

The purpose of this phenomenological study was to explore the adult students' perceptions of Game-Based Learning's mitigation of math anxiety in a STEM math course at a mid-sized university in Southeast Texas. The participants in this study included 11 students who identified as adult learners with math anxiety taught by the researcher in a STEM…

This article describes the revision of a Business Calculus course at a medium-sized, northwestern university. The purpose of this manuscript is to describe the need for a redesign of the Business Calculus course, conversations among math and business faculty about the course changes, the development of the new course, and the addition of a…

Many colleges and universities recently piloted and adopted the co-requisite model of delivery of developmental mathematics while offering more options for students to fulfill their mathematics requirement. We discuss our process for piloting and ultimately implementing the co-requisite model at our university, provide preliminary data on student…

The Mathematics Department at Cornell University has recently secured a grant from the University to implement systemic change in how we teach courses that reach students at critical transition points in their mathematical development. In this article, we report on the changes made to our large multi-section first-semester calculus course in order…