The attached files include the Executive Summary and the complete version of the IMPACT document published in 2018.
For all updates to the document, only an electronic (webpage) version is produced. The original published version (2018) of the chapter as well as any new versions will have their own page and will be designated by year.
List of updates:
- Chapter 7 - 2023
- NOTE: Chapter 7 is a new chapter As a result, chapters 7-9 in the original published document changed to chapters 8-10 respectively without any other changes.
Referencing the document
Original published document
American Mathematical Association of Two-Year Colleges. (2018). IMPACT: Improving mathematical prowess and college teaching.
Basic Format for chapters (webpages):
American Mathematical Association of Two-Year Colleges. (Year). Chapter title in sentence case. In IMPACT: Improving mathematical prowess and college teaching. URL from browser
Webpages (Example for Chapter 1):
American Mathematical Association of Two-Year Colleges. (2018). Chapter 1. Making an IMPACT: Generating the ripple effect. In IMPACT: Improving mathematical prowess and college teaching. https://my.amatyc.org/impactlive-home/standards-docs/impact-chapt01
About the Document
Chapter 1 (Making an IMPACT: Generating the Ripple Effect)
Working together as an extended educational community, educators and other
stakeholders inspire each other to improve the teaching and learning of college
mathematics
AMATYC is collectively a united body of mathematics educators representing a range
of students, faculty, and institutions. While two- and four-year colleges have many
commonalities, the two-year college has a specific niche, and thus voice, in higher
education.
Chapter 3 (Proficiency: Developing Students' Mathematical Knowledge)
Irrespective of a student’s academic pursuits, mathematical proficiency is critical to being
a functioning member of society. Mathematical proficiency must be defined and
fostered, and a structure for accountability must be established.
Chapter 4 (Ownership: Taking Responsibility and Showing Initiative)
Students must be empowered to take ownership of their learning. Faculty, departments,
and institutions must take ownership of their roles in fostering student learning and
improving college teaching.
Chapter 5 (Engagement: Developing Intellectual Curiosity and Motivation in Learning Mathematics)
Engaging students intellectually in the process of learning mathematics, through active
and cognitive activities, is fundamental for improving student achievement. Likewise,
engaging faculty in the pursuit of excellence in teaching through innovative best practices
results in an invigorated commitment to teaching and innovation.
Chapter 6 (Student Success: Stimulating Student Achievement in Mathematics)
By defining what student success is, methods for enhancing student success by design
can be developed and assessed. Institutional leaders have a responsibility to develop a
professional mathematics department that fosters student success and improves college
teaching.
Chapter 7 (2024) (Infusing Equity and Inclusion in the Mathematics Classroom)
Faculty, institutions, and students should collaborate to cultivate an environment where everyone feels valued, understood, and a true sense of belonging. Together, we can unlock the transformative power of mathematics as a catalyst for empowerment, social justice, and personal growth, paving the way for a more equitable future in college mathematics classrooms.
Chapter 8 (Continuing the Ripple: Bringing the Community Together to Accomplish Change)
Change is possible in college teaching through the collaboration of stakeholders. Success
happens by working through challenges together as a community of practitioners and
with a willingness to question long-held beliefs.
Chapter 9 (Implications for Research: Moving the Research Agenda Forward in Mathematics in the First Two Years of College)
Research in mathematics education at the two-year college level is emerging as a vital
field of inquiry for understanding the complexities of teaching and learning mathematics.
The areas of proficiency, ownership, engagement, and student success provide a rich
foundation for moving the research agenda forward.
Chapter 10 (IMPACTing the Future: Answering the Call)
Working together as an extended educational community, educators and other
stakeholders inspire each other to improve the teaching and learning of college
mathematics
Appendix A - Acknowledgements
Appendix B - Acronyms
Appendix C - Standards (2018) (2023)