The Carnegie Math Pathways project is key to advancing students’ quantitative skills for enhanced success in mathematical sciences
Persistent disparities in students’ mathematics performance highlight the need for a more cohesive and dynamic approach to teaching mathematics, remarked Professor Alfred Msomi, Acting Chair of the Teaching and Learning in Mathematics Community of Practice (CoP TLM), during the second meeting of the group for the year on 16 August 2024.
Also a Mathematical Sciences Senior Lecturer at the Mangosuthu University of Technology, Professor Msomi noted that while efforts have been made to improve outcomes, traditional maths teaching methods often fall short, especially in addressing the diverse challenges faced by students across the country.
That is why the CoP TLM welcomed a team of senior academics from the University of the Free State (UFS) to address them on the Carnegie Math Pathways project, a transformative initiative that the UFS has adapted for use in addressing at least some of the challenges confronting mathematics education at South African universities. The UFS team also shared empirical evidence of improved students’ performance in mathematics since adopting this methodology. Also in attendance was a senior representative of Carnegie Math Pathways.
In its quest to strengthen the teaching and learning of mathematics in South Africa’s public universities, the CoP TLM, which is one of numerous communities of practice of Universities South Africa (USAf), assembles senior mathematicians from the sector to collaborate, network, share knowledge and find solutions to common issues relating to mathematics teaching and learning. In that context, Professor Msomi invited the CoP TLM members to open themselves up to the Carnegie Math Pathways project, stressing the value of this engagement in ensuring that all students are afforded the opportunity to succeed in mathematical sciences, a critical gateway to careers in STEM (science, technology, engineering and mathematics) and other disciplines.
Project inception
Explaining the origins of this project, Dr Karon Klipple (right), Executive Director of Carnegie Math Pathways, said learning mathematics is one of students’ biggest challenges, citing the United States, where 80% of students struggle to progress beyond developmental math courses. This inspired the creation of the Carnegie Math Pathways by The Carnegie Foundation for the Advancement of Teaching, a project designed to dismantle these barriers and revolutionise the way mathematics is taught and learned.
Dr Klipple, who has been at the forefront of this initiative since its inception in 2010, acknowledged failure of traditional pedagogical methods to meet students’ diverse needs, leading to high dropout rates and delays in academic progress. In response, the Carnegie Math Pathways project fostered a collaborative, networked community of educators committed to the continuous refinement and adaptation of the curriculum to ensure it remains responsive to students’ evolving needs.
“We are creating a learning experience that evolves with the needs of students, integrating the latest research and diverse perspectives into every aspect of the curriculum,” she explained, adding that the project’s success hinges on building a supportive learning community where educators are part of a broader network sharing resources, strategies, and insights. This collaborative approach ensures that the curriculum is continually enhanced based on feedback and the latest educational research. Dr Klipple said the Carnegie Math Pathways exemplifies a forward-thinking model for overcoming systemic barriers and empowering students by transforming mathematics from a daunting obstacle into a powerful tool for personal and academic growth.
Not a “one-size-fits-all” approach
From the UFS’s Faculty of Health, Professor Corlia Janse van Vuuren (left), Vice Dean of Teaching and Learning shared insights into how the UFS adapted the Carnegie model to meet the unique educational challenges within UFS’s Faculty of Economic and Management Sciences. She emphasised that a fundamental principle is departure from a one-size-fits-all approach.
She mentioned the Quantway® and Statway® modules in the Carnegie Math Pathways project, which aim to reduce the time required to earn college credit, increase student success in college-level math, and propel more students to complete their studies. Originally developed for the American higher education system, Quantway® focuses on quantitative reasoning, and Statway® on statistical analysis. However, UFS began adapting these modules in 2013 to address challenges like those faced in the United States, of low pass rates in mathematics.
“We identified that mathematical competency was closely linked to success in first-year economics and accounting modules,” she stated. As a result, UFS aligned its first-year Bachelor of Commerce (BComm) modules, namely Business Calculations and Business Statistics, with the Carnegie Pathways framework. “This alignment revealed a strong correlation between Carnegie’s outcomes and UFS’s existing modules, demonstrating the framework’s adaptability to the South African context,” she added.
The adaptation involved three levels of contextualisation. Minor adjustments included replacing American references with South African equivalents. More significant modifications involved altering sections of the units to better reflect local contexts, while comprehensive revisions led to the development of entirely new units, such as one focused on the South African tax system, replacing American-centric content.
One of the most impactful adaptations was creating a unit addressing teenage pregnancy. “We wanted to make the modules relevant to students’ lives,” Professor Janse van Vuuren highlighted. This unit was designed to resonate with students’ real-world experiences and was integrated into the curriculum to provide meaningful context. “We adapted our content based on student responses to ensure it remained relevant and engaging,” she added.
The revised UFS curriculum employs a pedagogical model that blends asynchronous preparation, synchronous collaboration, and asynchronous assessments. Initially introduced during the COVID-19 pandemic, this model has proven effective due to its interactive and flexible approach, particularly for large classes. Students independently engage with materials, participate in live online discussions, and complete assessments, all within a supportive learning environment.
UFS’s project success
Ms Annari Muller (right), Teaching and Learning Manager in the Faculty of Economics at the UFS, presented quantitative results revealing improvements in academic performance across the modules, with final mark averages and pass rates showing marked increases from 2020 to 2023. “The success rate in Quantway® rose from 87% in 2020 to 91% in 2023, and in Statway®, it climbed from 78% to 83% over the same period. Additionally, the percentage of students passing with distinction also increased, with Quantway® seeing a jump from 41% to 56% and Statway® from 14% to 22%,” she explained.
Ms Muller mentioned the project’s impact on advancing equity within the university. For the first time in 2023, black students outperformed their white counterparts in the Quantway® module, a milestone highlighting the project’s role in promoting inclusivity.
She pointed to the project’s broader goals including improving overall academic performance and throughput rates. “The percentage of students graduating within the minimum time has increased from 34% in 2020 to 39% in 2021. This positive trend is further reflected in specific programmes, including BComm Economics and BComm Accounting, where the graduation rate within the minimum time frame has risen from 44% to 48% and from 31% to 42%, respectively,” she elaborated.
She believes that these improvements are a direct outcome of equipping students with the quantitative skills necessary for success, not just in individual modules but across their entire academic journey. The reduction in the average time to complete a degree from 3.43 years to 3.0 years between the 2020 and 2021 cohorts also highlights the project’s effectiveness in supporting students’ efficiency.
Echoing Ms Muller’s insights was Professor Francois Strydom (left), Senior Director of Teaching and Learning at the UFS, who added that the essential quantitative skills derived from the Carnegie Framework sharpen students’ quantitative reasoning and analytical abilities, increasingly valued in various disciplines.
Professor Strydom also stated that the project’s success at the UFS is a “testament to the adaptability of the Carnegie Math Pathways and to the university’s commitment to fostering an inclusive and supportive learning environment.” He encouraged other institutions to consider how similar approaches could be implemented in their own contexts, highlighting the potential for the project to serve as a model for broader mathematics educational reforms across the sector.
Discussion
This is an edited version of some of the discussion that followed.
Question One: Professor Msomi, Senior Lecturer at Mangosuthu University of Technology Mathematical Sciences and Acting Chair of the TLM CoP: Are there any licensing issues associated with using the Carnegie Math Pathways materials? How should institutions handle these if they arise?
Ms Annari Muller: Fortunately, the materials are Open Educational Resources (OER), so there are no direct costs associated with using them. Institutions can view, administer, and adapt the materials without any additional fees, aside from a printing license, if needed. The only licensing fee involved is if institutions wish to use the online platform hosted by Carnegie itself, which costs around $40 per student. This fee applies solely to using the electronic platform, as the educational materials are freely available.
Question Two: Ms Janet van Rhyn (left), Project Manager – Sector Support and convenor of the CoP TLM at USAf: I would like to learn from other participants, as representatives of their institutions, whether they have used these resources in their curriculum. How engaged are other universities with the Carnegie pathways, and are they considering this methodology?
Professor Francois Strydom: We had colleagues representing 20 of our 26 institutions from the Siyaphumelela initiative (a programme aimed at improving student success and retention rates in higher education institutions) come together to contextualise the materials. They incorporated principles of decoloniality and ensured that students had a voice in the curriculum. The University of the Western Cape (UWC) is involved and is keen to implement the Carnegie Pathway courses in their modules. It is worth noting that bringing new courses into a qualification can be challenging and time-consuming because it is a disruptive model and requires a shift in how students are taught.
Question Five: Ms Janet van Rhyn: Not all institutions may immediately recognise the relevance of this project for South Africa. How has the Carnegie Math Pathways project been contextualised to fit the South African context?
Professor Francois Strydom: This programme is not merely American but global. It brings together a community of people dedicated to helping those who have been disenfranchised and lacked access to quality mathematics education, which addresses a crisis in mathematics education in our country.
Dr Karon Klipple: The contextualisation and underlying principles must be globally relevant yet adaptable to local needs. The version used at UFS is truly its own South African adaptation, retaining the core concepts and principles. This is not a one-size-fits-all approach. The networked improvement community approach ensures the programme fits the context.
Professor Corlia Janse van Vuuren: We developed a South African version alongside the standard Carnegie Math Pathways curriculum. We reviewed the entire course and contextualised nearly everything except for about 43%, removing the American context entirely, except in areas like social media usage and global warming, which students deem universally important.
Professor Francois Strydom: One key point is that the principle guiding this curriculum is context. It is important to emphasise how seriously we take the students’ voice. International examples are included because students appreciate seeing how their learning is relevant globally. These principles apply not just in South Africa but around the world.
Question Six: Ms Janet van Rhyn: If universities or lecturers are interested in starting this programme, whom should they contact to continue the conversation?
Professor Francois Strydom: Those who are interested may contact Annari at mullera1@ufs.ac.za or Karon at kklippl@wested.org for further information.
Access the following links to learn more about the Carnegie Math Pathways Project:
The next TLM CoP meeting is scheduled for 1 November 2024.
Kayley Webster is a Communication Consultant contracted to Universities South Africa.
