College of the Redwoods
Math 102 "Pathway to Statistics" -- Important Information and Considerations
Mathematics Placement Statement
We want every student to be in the right mathematics class.
Is Math 102 the most appropriate mathematics class for you?
What is Math 102?
Math 102 "Pathway to Statistics" is a special course designed to accelerate students’ progress through the mathematics sequence and into Math 15 “Introduction to Statistics,” which is a transfer-level course for college credit. After successful completion of Math 102, students can take Math 15 Statistics and will not need any other math class at CR. Math 102 is based on research from the California Acceleration Project.
These two courses together, Math 102 and Math 15, are a two-semester sequence. Every Math 102 student is expected to take Math 15 Statistics at College of the Redwoods. Math 102 does not satisfy any other requirement or prerequisite. There is no reason to take Math 102 except to get into Math 15.
Math 102 is not for everyone -- not for all majors.
- Not appropriate for all disciplines.
See Math Pathways Flyer
Math 102 is not for everyone -- not for all levels.
- Not appropriate if your math background already includes intermediate algebra (or “Algebra II”).
- You passed one or more of the following courses in high school: Precalculus, Math Analysis, Trigonometry, or IB Math HL.
- You earned a score of 3 or more on the AP Statistics exam.
- You earned a score of 4 or more on the IB Math SL or IB Math Studies SL exam.
Also, if you scored 34 or more on the Accuplacer College Level exam, you should see an advisor immediately to find out if you can move up to a higher-level mathematics course.
If your math experience includes intermediate algebra, but you are just “rusty” then a couple other options are:
- take Math 303 (a 1-unit Intermediate Algebra Review) and then re-test to place into a transfer-level mathematics class such as Math 15 Statistics.
- Or, review intermediate algebra independently and re-test. Review materials are available at the "Math Jam" Algebra Review Website.
Math 102 is not for everyone -- not for all learning styles.
- Not appropriate for all individuals.
If you anticipate that you will not be able to attend every class session, arriving by 1:15 and staying to 5:30 every Tuesday and Thursday from now through the entire semester, then you should not take this class. Or if you anticipate that you will not be able to work collegially and collaboratively with your classmates, respecting everyone’s ideas, and treating everyone with kindness and consideration throughout the whole semester, then you should not take this class.
Furthermore, if you would rather sit quietly in a math class, listen to lecture, take notes, go home, do a bunch of math problems independently, check the answers in the back of the book, and come back and do that all over again, then this class is not a good fit for you.
Who should take Math 102?
Students who have not yet passed intermediate algebra and who want to transfer to a CSU or UC to major in humanities or social sciences can benefit from Math 102. (At CR, the Intermediate Algebra courses are Math 120 and Math 194). Students wishing to take Math 15 Statistics for transfer, will typically not be required to take any other math course for a B.A. degree (in humanities or social sciences). So those students who are interested in making the commitment to work together through this nontraditional group-intensive course for the whole semester, and plan to take Math 15 Elementary Statistics at College of the Redwoods afterwards, should take Math 102.
Math 102 is an “Accelerated” Pathway
Math 102 aims to remove what has become a major obstacle for many students: getting stuck in the standard course progression from elementary algebra to intermediate algebra to a college-level course, such as statistics. Data: In Fall 2010 in California’s 112 community colleges, only 55% of students taking a math course for an associate degree or to transfer passed their math class (EdSource http://edsource.org/2012/new-statistics-course-accelerates-college-students-path-to-success/6495).
How is Math 102 different?
In intermediate algebra, students often get bogged down in formulas and calculations that seem to have little relevance to their lives. Math 102 includes some intermediate algebra, but leaves out parts that are not essential for students to succeed in college-level statistics. In many fields, statistics, rather than algebra, is sufficient (for students who are not majoring in science, engineering or mathematics).
The only objective of Math 102 is to prepare you to take Math 15 Elementary Statistics at CR. Math 102 does not transfer to any other institution. The combination of Math 102 and Math 15 is a 1-year sequence designed to help students complete math requirements faster; it takes two years (or more) for students to complete the Prealgebra-Elem. Algebra – Int. Algebra – Math 15 sequence.
Math 102 is not an algebra course and is not a statistics course, but rather, Math 102 focuses on some algebra and also pre-statistics concepts to help you succeed when you take Math 15 Elementary Statistics. Topics include algebra, data analysis and critical thinking skills that are relevant for success in statistics. Math 102 will emphasize active learning via collaborative group work.
Where did Math 102 come from?
For years, educators have been trying different strategies in efforts to help more students get through the math sequence required for an Associates Degree and/or transfer to a 4-year college or university.
Myra Snell, a mathematics teacher at Los Medanos College, realized that not all students really need all the mathematics that is taught in intermediate algebra. In 2009, she created an accelerated algebra “Path to Stats” course that focused on only the algebra skills needed to succeed in an elementary statistics course. Katie Hern, an English instructor at Chabot College, had similar ideas about accelerating students through the sequence of English classes.
In 2010 Myra Snell and Katie Hern founded the California Acceleration Project. Armed with research from the Carnegie Foundation for the Advanced of Teaching and the Community College Research Center at Columbia University’s Teachers College, they encouraged others to offer accelerated sequences in math and English. Since then, more English and mathematics faculty at more California Community Colleges have developed their own “accelerated” courses. Several CR faculty attended California Acceleration Project (CAP) conferences and training. CR Professors Todd Olsen, Mike Haley, Steve Jackson, and Erik Kramer went to CAP and subsequently developed Math 102 at CR. More recently, other CR faculty have also attended CAP Conferences, including Amber Buntin, Levi Gill, and Phil Zastrow.
Math 102 was first taught at CR in Fall 2015, and we have been excited to see how Math 102 students do when they subsequently take Math 15 Elementary Statistics at CR.