The main goals of the Discrete Math Project are to promote a college and career readiness culture and to help traditionally disenfranchised students qualify for and succeed in college-level mathematics courses, ultimately broadening the base of student populations in STEM-related college majors. We have designed courses for curious, thoughtful students who need more than formulas and equations. The project takes issues of equity in mathematics education by opening access to mathematics to traditionally marginalized students through the introduction of non-traditional, but relevant topics. This provides all students equal footing.
Each day students engage in problem solving. They write, engage in sense-making, propose and refine definitions, model with mathematics, habitually ask “Why?” and reason at a variety of levels of formality. Typically, DMPC lessons are active. Students play games, talk with peers during problem-solving activities, present their thinking, use manipulatives, and write and reflect on their work and the work of their peers. Many problems begin with a context and are eventually decontextualized. Students primarily learn through problem-solving, but brief lectures and note-taking sessions help wrap up lessons.
DMPC was designed for high school seniors who: Are College Bound
Many students will enroll in a pre-calculus or statistics course upon admission to an institution of higher education. The course will help them make a more informed decision about choosing STEM or Non-STEM fields of study. At California State Universities, students who have successfully completed DMPC can be eligible to be placed directly into math courses, as opposed to needing additional support courses.
Many students will enroll in Integrated 3, Algebra 2, Statistics or any Discrete Math course. The course will help them make a more informed decision about choosing STEM or Non-STEM fields of study.