Introducing "Mathematical Literacy for College Students"

This 'course' used to be known as "FML" (Foundations of Mathematical Literacy); however, some people kindly pointed out that there is another meaning for FML within our electronic society. Rather than trying to get people to understand that our FML was the "Good FML", we made a slight change to the title.

What has changed? How was this done?

Well, quite a few details have changed. In fact, far fewer outcomes are listed in this draft -- they focus on the critical 'core' of each area, so that we do not get distracted by minor points in the picture. Overall, however, these groups of outcomes paint the same basic picture ... a strong focus on literacy for all students.

These drafts were created during a meeting in Austin (Feb 5 & 6, 2010). The direct reason for this meeting was to develop the "FML" (blue-box) outcomes so that they would be compatible with the "statway" outcomes. In case you have not heard of statway, that is a vision for a one-year program to take students from developmental mathematics thru a credit course in statistics; statway is also a grant-based project to develop and implement the statway curriculum ... and we are hoping to use a similar process for MLCS (mathematical literacy for college students). Within these grant projects, institutions will be obligated to accept the core outcomes and materials; local additions are acceptable, but no deletions or modifications. Due to these uses of the outcomes, we are not soliciting input on possible changes at this time. However, as faculty and institutions implement courses like MLCS, their feedback will create opportunities to make revisions or share alternate lists of outcomes (for non-grant use).

Specifically, the statistics goal has been taken out -- the intent is that statistics would still be addressed within MLCS, but through distributed contexts and examples. In other words, students will experience statistics in applications and situations throughout; this is the same approach being used for geometry. There is a risk, therefore, that people will not understand how DIFFERENT this MLCS is compared to the old curriculum; please understand that we continue to call for a fundamentally different experience.


Proportional Reasoning
Algebraic Reasoning
Functions and Modeling