# Mathematics Pathways

Per the requirements of *Senate Bill 366, Mathematics Pathways were created to facilitate the seamless transfer of credits, reduce excess credit hours, and ensure that students throughout Florida’s public colleges and universities take the math courses needed for their future careers. The three mathematics pathways include Algebra Through Calculus, Statistical Reasoning, and Mathematical Thinking in Context. Each pathway consists of a general education core math course that serves as the mathematical starting point for students in a specific academic program.

While Associate in Science students will typically take one math course, Associate in Arts and Bachelor’s students will complete at least two math courses. Depending on their program of study, students may be required to take additional math courses.

Below is a description of the three mathematics pathways and their learning outcomes. Listed also are the general education core and non-core math courses for each pathway. To view the Mathematics Pathways-to-Programs List for FSCJ, please visit the Programs page and click on the drop-down menu for “Math Pathways.”

For additional information, please see the Mathematics Pathways Frequently Asked Questions.

**Senate Bill 366 amended the following state board of education rules:*

*Rule 6A-10.024:**Articulation Between and Among Universities, Florida Colleges, and School Districts**Rule 6A-10.030:**Other Assessment Procedures for College-Level Communication and Computation Skills**Rule 6A-14.0303:**General Education Core Course Options*

## Algebra Through Calculus

**Pathway Description: **This pathway is intended for students whose academic program requires a foundation of algebra, followed by a sequence of courses that may lead to calculus.

**Learning Outcomes: **Demonstrate the knowledge of various algebraic relationships and their application.

Employ computational techniques to mathematical problem-solving.

Execute appropriate mathematical modeling techniques for solving application problems and interpreting results of solutions.

Develop graphical models using algebraic and problem-solving techniques.

Articulate a working knowledge of various functions and their application, as appropriate.

**General Education Core Courses: **MAC 1105: College Algebra **or** MAC 1105C: College Algebra Enhanced

**Other General Education Courses**

MAC 2233: Business Calculus (non-core)

MAC 1140: Precalculus Algebra (non-core)

MAC 1114: College Trigonometry (non-core)

MAC 1147: Precalculus Algebra and Trigonometry (non-core)

MAC 2311: Calculus with Analytic Geometry I (core)

## Statistical Reasoning Pathway

**Pathway Description: **This pathway is intended for students whose academic program requires a foundation in descriptive statistics, probability, and inferential statistics to facilitate the use and interpretation of data.

**Learning Outcomes: **Students will analyze data using graphical and numerical methods to study patterns and departures from patterns, using appropriate technology as needed.

Students will critically evaluate a data-collection plan to answer a given research question.

Students will use probability concepts and simulation.

Students will use statistical models to draw conclusions from data.

Students will perform correlation and regression analyses.

Students will apply statistical reasoning and data analysis to real-world or major-specific examples.

**General Education Core Course: **STA 2023: Elementary Statistics

**Other General Education Courses: **Students with the Statistical Reasoning Pathway may choose any other general education core or non-core math course, provided that any prerequisite coursework is satisfied.

## Mathematical Thinking in Context Pathway

**Pathway Description: **This pathway is intended for students in the broadest range of programs of study. In this pathway, students will explore a variety of mathematical concepts utilizing multiple ways of thinking to formulate and solve problems in context.

**Learning Outcomes: **Determine efficient means of solving a problem through the investigation of multiple mathematical models.

Apply logic in contextual situations to formulate and determine the validity of logical statements using a variety of methods.

Apply mathematical concepts visually and contextually to represent, interpret and reason about geometric figures.

Apply mathematical models to civically contextual situations (e.g., stocks, finance, voting, population dynamics, etc.).

Recognize the characteristics of numbers and utilize numbers along with their operations appropriately in context.

Organize, visualize and model data in a meaningful way.

Analyze and interpret representations of data to draw reasonable conclusions.

Engage in ways of thinking that may involve sample size, counting strategies, chance, ratios and proportions.

**General Education Core Course: **MGF 1130: Mathematical Thinking

**General Education Non-Core Course: **MGF 1131: Mathematics in Context