Virginia Mathematics Pathways Initiative (VMPI)
The Virginia Mathematics Pathways Initiative (VMPI) is a joint initiative among the Virginia Department of Education (VDOE), the State Council of Higher Education for Virginia (SCHEV) and the Virginia Community College System (VCCS). The Initiative supports the Profile of a Virginia Graduate by redefining mathematics pathways for students in the Commonwealth to address the knowledge, skills, experiences, and attributes that students must attain to be successful in college and/or the workforce and to be “life ready.”
Through collaboration with other stakeholders across the Commonwealth, the VMPI state task force will make suggestions for institutional changes that will strengthen the alignment between K-12 and higher education mathematics while ensuring that students are better prepared for college and career success. The Virginia Mathematics Pathways Infographic-This is a PDF document. as well as the Virginia Mathematics Pathways Initiative Regional Webinar, provides additional information regarding this initiative.
What are the goals and desired outcomes of VMPI?
The Virginia Mathematics Pathways Initiative (VMPI) will:
- Improve equity in mathematics learning opportunities
- Empower students to be active participants in a quantitative world
- Encourage students to see themselves as knowers and doers of mathematics
- Identify K-12 mathematics pathways that support future success
- Collaborate with multiple stakeholder to advance mathematics education
The VMPI will develop an initial vision for mathematics education in K-12 that will require feedback from many different stakeholders across the Commonwealth. This feedback will be critical when the Mathematics Standards of Learning revisions in 2023 reflect the goals and recommendations of this Initiative. Possible piloting of high school level mathematics courses prior to full implementation is now being considered. This Initiative will establish an innovative direction for mathematics education in Virginia that will benefit all students.
What are the proposed changes to mathematics pathways on which the VMPI task force is seeking feedback?
Follow the "Math Path"
1. Foundational Mathematics Concepts Grades K-7
- Number & Number Sense
- Computation and Estimation
- Measurement and Geometry
- Probability and Statistics
- Patterns, Functions, and Algebra
2. Essential Mathematics Concepts Grades 8-10 (2 HS Mathematics Credits)
- Data Analysis
- Mathematical Modeling
- Functions and Algebra
- Spatial Reasoning
3. ADVANCED MATHEMATICS CONCEPTS GRADES 11-12 (2 HS Mathematics Credits)
Modules may be mixed and matched to total two credits and taken in any order except where pre-requisite knowledge may be necessary.
1/2 Credit Course Options
- Data Science
- Probability and Statistics
- Geometry and Design
- Trigonometric Applications
- Applications of Advanced Algebra
- Precalculus- Focus on Functions
- Mathematical Modeling
- Financial Modeling
- Discrete Mathematics for Computing
- Sets and Logic
1 Credit Course Options
Some courses may include Dual Enrollment and Advanced Placement
- Quantitative Reasoning
- Computer Science
- International Baccalaureate
Direct Entry, College, Trade School Military
- Government and Public Domain
- Hospitality and Tourism
- Human Services
- Information Technology
What is the VMPI proposed timeline?
- 2020-2021 Develop Essential Concepts
- 2021-2022 Revision Committee – Draft 2023 Math SOL
- 2022-2023 Board of Education Review of Draft 2023 Math SOL
- 2023-2024 Board of Education Approval Request 2023 Math SOL
- 2024-2025 Crosswalk Year 2023 Math SOL
- 2025-2026 Full Implementation 2023 Math SOL, Math Essential Concepts Courses Initiated
- 2026-2027 New Graduation Requirements
VMPI has its origin in a groundbreaking 2018 study from the National Council of Teachers of Mathematics (NCTM): Catalyzing Change in High School Mathematics – Initiating Critical Conversations. Catalyzing Change spurs key stakeholders to examine the challenges in high school mathematics to ensure that all students have the mathematical experiences necessary for personal and professional success. NCTM has recently released two additional publications: Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations and Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations.
VMPI is also driven by Virginia’s participation in a multistate High School to College Math Pathways Forum hosted in May 2019 by the Conference Board of the Mathematical Sciences (CBMS). The Forum brought states together to reimagine the alignment of mathematics education with what students need to succeed in college and at work.
- The Case for Mathematics Pathways – an article from the University of Texas at Austin – Charles A. Dana Center, 2019
- Closing the Opportunity Gap: A Call for Detracking Mathematics-This is a PDF document. – a position statement from the National Council of Supervisors of Mathematics, 2020.
- Launch Years – Reimagining Mathematics Education – a report from the University at Texas at Austin – Charles A. Dana Center, 2020.
- Mathematics Education through the Lens of Social Justice: Acknowledgement, Actions, and Accountability-This is a PDF document. – a joint position statement from the National Council of Supervisors of Mathematics and TODOS: Mathematics for ALL, 2016.
The Virginia Department of Education welcomes your feedback as the Virginia Mathematics Pathways Initiative moves forward. Please email email@example.com.
Additional opportunities for information and stakeholder feedback will be forthcoming. STAY TUNED!