Beyond Crossroads Chapter 10 (2006)

Chapter 10: Moving from Vision to Reality

 
The Implementation Standards of Beyond Crossroads move toward reality when all stakeholders adopt the principles and standards as their own, challenge them- selves to translate that knowledge into practice, and make improvements on a continuing basis. Mathematics faculty must lead the way in this implementation process. However, they cannot do it alone. Each stakeholder needs to make a com- mitment to dialogue and collaborate with others, be informed about research on learning and teaching mathematics, and continually engage in activities to improve the learning and teaching of mathematics.

Beyond Crossroads presents a renewed vision for mathematics courses and instruction in the first two years of college. It does not outline detailed curricula for each department or prescribe instructional methods for every professional.  Instead, the focus is on making informed decisions and creating an appropriate student-centered learning environment for all students based on what is known about how students best learn mathematics. The vision is that each student achieves ambitious learning outcomes in mathematics and every faculty member pursues professional growth as a life-long continual process. Embracing change and moving outside one's comfort zone may not be always be easy, but are essential components of being a professional. Building upon and extending the standards set forth in the 1995 Crossroads, this document puts research into practice with five implementation standards to improve mathematics education for all students:
"It is easy to be complacent about U.S. competitiveness and preeminence in science and technology...But the world is changing rapidly, and our advantages are no longer unique...we are obliged to renew those commitments in education, research, and innovation policies..."

The National Academies, Rising Above the Gathering Storm, 2005, ES-8.









"The important thing is not to stop questioning."

Albert Einstein
The standards-based mathematics outlined in the previous chapters envisions each education professional as knowledgeable about the learning and teaching of mathematics, using that knowledge to make informed decisions within the context of the individual needs of students, the capabilities of each faculty member, and the mission of the institution. This document advocates an approach to teaching mathematics in the first two years of college that includes making incremental or comprehensive systemic changes--whichever are necessary. These actions require a collaborative effort on the part of all stakeholders. The Implementation Cycle of Beyond Crossroads in Chapter 3 outlines a process for implementing these changes. When goals and objectives are defined based on input from stakeholders, and activities implemented, evaluated, and refined based on results, continuous improvement results.

Teaching and learning mathematics is a dynamic process. Each student is unique, as is each faculty member. Each department and institution has its own culture. Embracing change can be challenging, but making the transition from teacher to professional involves taking the first step and then continuing the improvement process. Professionals plan, implement, and reflect regularly on their practice to improve student learning. Engaging in constant professional growth can make teaching more interesting and enjoyable.

The Implementation Standards of Beyond Crossroads renew and extend the goals, principles and standards set forth in 1995 in Crossroads. All roads lead to the improvement of student learning in mathematics and the professionalism of mathematics faculty. In moving from vision to reality, each faculty member is an informed professional who embraces change, explores, experiments, and makes improvements in his/her classroom as a natural state and every student has improved his/her quantitative literacy and workplace skills and maximized his/her success in mathematics in the first two years of college.

"We believe this standards-based reform effort will provide all students with a more engaging and valuable learning experience. Our students deserve no less; our nation requires no less; and we must demand no less of ourselves."1

We also believe that ongoing professional growth is the key to a rewarding, enjoyable career in teaching. So let us all grow, learn, enjoy...teach!

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1.  American Mathematical Association of Two-Year Colleges (AMATYC). Cohen, D. (Ed.). (1995). Crossroads in Mathematics: Standards for Introductory College Mathematics before Calculus. Memphis, TN: American Mathematical Association of Two-Year Colleges, p. 69.