Dual Credit Contextual Math
School College Work Initiative
Welcome & Introductions
• The greatest challenge impacting success in careers in Skilled
Trades and Apprenticeship is math competency and self-efficacy
• Mohawk College worked with math teachers from 3 local school
boards to develop a dual credit contextual math course to address
these issues
• Sharing the journey, representing the School of Skilled Trades and
Apprenticeship:
– Doug Daniels, Associate Dean, Industrial and Motive Power
– Lindsay Richardson, Faculty, Dual Credit Math Teacher
– Marla Robinson, Program Coordinator, Faculty
Agenda
• The Challenge
– Confessions from the Classroom
• Skilled Trades & Apprenticeship Math
– Assumptions, Myths & Realties
• The Research
– Foundational Math Skills
• The Solution
– Dual Credit Contextual Math
• The Lessons Learned
– Self-Efficacy & Success
• Next Steps
– Back to the Future
The Challenge
• Confessions from the Classroom
– Sharing our collective observations and experiences
Assumptions, Myths & Realities
• Assumption
– All you need to be successful in skilled trades is the ability to work with
your hands
• Reality
– Skilled tradespersons require solid math skills in every sector:
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Motive Power – Automotive Service Technician, Truck & Coach etc.
Industrial – Millwright, Machinist, Welder etc.
Building & Construction – Plumber, Carpenter, Electrician etc.
Service – Early Childhood Educator, Hairstylist, Chef etc.
Assumptions, Myths & Realities
• Myth
– Students choosing careers in skilled trades and apprenticeship will work
in SI units
• Reality
– The majority of trades still work in Imperial units
– The ability to interpret fractions and convert between halves, quarters,
eights, sixteenths and thirty-seconds is paramount to reading a drawing
and use a steel rule or tape measure (without a calculator on the job
site)
– Estimating and developing solid ‘number sense’ are critical skills in both
SI and Imperial units
Assumptions, Myths & Realities
• Assumption
– Apprenticeship math is easy
• Reality
– Much of the math in apprenticeship and skilled trades is foundational,
however, many of the skills have not been reinforced throughout high
school and present challenges for learners
Assumptions, Myths & Realities
• Myth
– Math is not important for careers in skilled trades
• Reality
– Picture your home if:
• The roofer underestimates the material required for a job
• The cabinetmaker is over ½ inch on the cabinet and the fridge will no longer
fit
– Picture your hair if:
• The hairdresser has no concept of what ‘trim an inch is’ or proper
proportions of dye for the desired shade
– Picture your meal if:
• The chef must modify the recipe for additional or fewer guests
The Research
• Mohawk College Math Assessment
– A decade of data identified students at risk based upon scores on a preemptive math assessment
– Students who did not test well on core foundational subjects who did not
complete remedial exercises to increase math skills were less likely to
complete their program of study within the allocated time
– Students who completed a Prep Math for Technology course prior to
their first semester completed the program of study on time with no
failures – math skill and self-efficacy is a key performance indicator for
success in skilled trades and apprenticeship programs
The Research
• The College Mathematics Project (CMP)
– Project led by Seneca College analyzing the math experiences of first
year students in 24 community colleges
– Final report published in 2012 indicated a need for a provincial
numeracy strategy to provide students with a solid foundation in math
• 33 per cent of Ontario college students taking mathematics are at
risk of not completing their programs due to low achievement in that
subject.
• One in 4 of these students are studying college preparatory
mathematics which covers concepts initially taught in grades 6
through 8 as part of the Ontario elementary school curriculum.
The College Mathematics Project
The College Mathematics Project
The Solution
• Dual Credit Contextual Math building upon the recommendations of
the College Math Project
• Create a foundational course to develop core skills
• Create a contextual framework to make the content real, meaningful
and authentic to learners to answer the question
The Solution
• Work with Pearson Publishing ‘Stepping it Up’ a math program
designed to meet the recommendations of the College Mathematics
Project
The Solution
• Break the book down into three pieces – less intimidating and
threatening
• Utilize MathXL to provide flexible learning options for students
aligned including rich resources for studying as well as homework
• Supplement the program with hands-on activities related to trades to
reinforce the principles
• Provide opportunities for early success to build math confidence and
reduce anxiety
The Solution
• Leverage situations and concepts the students are familiar with to
explain key principles – then tie them to trade and career
equivalents.
• Celebrate what students already know and make help them make
the connection to the other areas
The Solution
• Trade Calculations MECH 10027/MECH 10051 has run a dual credit
with the following boards:
– Hamilton-Wentworth Catholic District School Board
– Hamilton-Wentworth District School Board
– Halton Catholic District School Board
• Approximately 200 students at from six different schools have
earned the dual credit and improved math skills as well as
confidence as a math learner
The Solution
• Core modules in the program in order are as follows:
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Whole Numbers
Fractions
Decimals
Ratio and Proportion
Percent
Measurement
Geometry
Algebra
• By the way, there are no calculators used in the first few modules yes we focus on rote skills for multiplication which empower the
students when dealing with fractions
Self-Efficacy & Success
• We know that poor experience with mathematics at an early age
tended to make students believe they could not learn math
• Many felt powerless in terms of math and believe they will never be
able to be successful in mathematics
• Early activities build confidence and skills and self-efficacy as a
learner
• A cycle of success is created when students feel they are capable
Shedding Math Baggage
• It truly is never to late to start over in math and gain the skills and
confidence to be successful
• Students tell us they feel confident in math and they are no longer
dreading math.
• Was it a hard sell? Yes initially but once they realized they could do
math without a calculator we had tremendous buy in from the
majority of students
Back to the Future
• Based upon the success of this program, the foundational math
course will now become part of key post-secondary programs at the
Stoney Creek campus
• Students will have the opportunity to be exempted from this first
course based upon math pathway and score on the initial math
assessment
• A house can not be build without a solid foundation – completing a
foundational math course provides the basis to develop further math
skills successfully
Questions?