NROC Math

Math content designed to recognize every student’s unique learning needs and preferences.

Algebra 1

For installation in a Learning Management System (LMS), this two-semester course was developed for first-time algebra students of all ability levels. The program introduces learners to mathematics concepts, procedures, mathematical reasoning, and critical thinking.

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"I enjoy the course. It helps me understand math in a way I didn't before."
Student
“It is particularly helpful to have the consistency of pedagogy and structure across all of the modules."
Sarah Weston, Director of Instruction & Technology, Mountain Heights Academy (Utah)
“The ability to modify content is extremely important. It gives teachers and staff ownership."
Bob Currie, Executive Director, Montana Digital Academy

Pedagogical Approach

Course Description

This two-semester Algebra 1 course was developed for first-time algebra students with a broad range of ability levels, from remedial to advanced. The content is correlated to all U.S. state algebra frameworks and The Common Core. This course can be used as a stand-alone or as a supplement to any algebra textbook.

The flexible, learner-centered approach offers a portfolio of learning objects designed to open the door to mathematics concepts, procedures, mathematical reasoning, and critical thinking for learners.
Students work through activities in a sequence that leverages their own successful learning strategies while building their 21st century skills.

Course Components

  • Warm-Up: A series of problems to assess prior knowledge, resulting in customized recommendations for review.
  • Presentation: A rich media presentation introducing the topic concept with illustrated examples and optional closed caption [CC] script in English and Spanish.
  • Worked Examples: Narrated, step-by-step demonstration of problem-solving procedures.
  • Practice Problems: Symbolic and word problems designed in adaptive sets, offering students practice and feedback.
  • Topic Text: Integrated textbook provides comprehensive coverage of every learning concept within each topic, available in English and Spanish.
  • Review: Self-test for understanding prior to moving to the next topic.
  • Project: Collaborative assignments in the project-based learning tradition that use real-world problems.
  • Tutor Simulation: Cumulative unit activity offers students directed guidance in solving a multi-faceted, real-world application problem.
  • Assessments: Formative and summative assessments designed to guide a learner’s progress.

Accessibility

The Voluntary Product Accessibility Template (VPAT) is a document which evaluates how accessible a particular product is according to the Section 508 Standards. It is a self-disclosing document produced by the vendor which details each aspect of the Section 508 requirements and how the product supports each criterion.

Contributors

The NROC Project / Monterey Institute for Technology and Education

  • Gary Lopez, Ph.D Executive Director
  • Renae Bent Editorial Manager
  • Jessica Everton Director of Editorial Development
  • Brian Rowlett Director of Technology
  • Ruth Rominger Director of Learning Design
  • Nancy Cook Director of Operations
  • Terri Rowenhorst NROC Membership Director
  • Dani Pedrotti NROC Membership Manager
  • Jonathan Lopez Communications Manager

Editorial Team

Lead Subject Matter Expert

  • Nigel Nisbet PreK-12 Mathematics Expert, Los Angeles Unified School District

Developmental Editor

  • Jennifer Hogler, Ph.D. Carson City, NV

Content Development

Education Development Center (EDC) Math Team
  • Burt Granofsky
  • Eric Karnowski
  • Nevin Katz
  • Emily Fagan
  • Carolyn Ronchinsky

Subject Matter Expert Contributors, Math Consultants, Reviewers

  • Salman Khan Khan Academy
  • Sara Munshin Director, National Council of Supervisors of Mathematics
  • Amber Muscarello Instructor, TX
  • Lynn Skorniak Consultant, FL
  • Barbara F. Smith, Ed.D. Adjunct Faculty, OR
  • Matt Townsley Instructor, IA
  • Nora Wall Private Tutor, FL

Scriptwriters

  • Michael Bremer Grass Valley, CA
  • Kathleen Ermitage Evanston, IL
  • Bruce Hoffman Marina, CA

Additional Reviewers

  • Anna Davila Math Instructional Specialist, TX
  • Lila Nissen Math Publishing Professional, CA
  • Susan Pfeifer, Ph.D. Consultant, Wichita, KS

Market Research

  • Michael Carter, Ph.D. Twin Learning, LLC
  • John Watson Evergreen Education Group

Production Team

  • Phil Cross NexLearn, Project Manager
  • NexLearn Team
  • Chris Carson Clickteam Game Production

Advisors

  • Robert Currie Michigan Virtual University
  • Rhonda Epper, Ph.D. Colorado Community Colleges Online
  • Myk Garn, Ph.D. Southern Regional Education Board
  • Francisco Hernandez, Ph.D. University of Hawai'i
  • Sally Johnstone, Ph.D. Winona State University
  • Judy Lowe Chattanooga State Community College
  • Steve Nelson Oregon Department of Education
  • Susan Patrick International Association for K-12 Online Learning
  • Stella Perez League for Innovation in Community Colleges
  • Linda Pittenger Council of Chief State School Officers
  • Steve Rheinschmidt Iowa Community College Online Consortium
  • Myra Snell Medanos Community College
  • Candace Thille, Ph.D. Carnegie Mellon University
  • William Velez, Ph.D. University of Arizona
  • Gene Wilhoit Council of State School Officers
  • Rachel Wise Ph.D. Omaha Public Schools

Focus Group Participants

Students, Faculty or Administrators from the Following Organizations:

  • Antioch High School, CA
  • Baltimore County School District, MD
  • Cecil County School District, MD
  • Charlotte Public Schools, MI
  • City of Angels Schools, CA
  • Denver School of Science and Technology, CO
  • Digital Harbor High School, MD
  • Grosse Pointe Public Schools, MI
  • Iowa Department of Education, IA
  • Lansing Public Schools, MI
  • LAUSD Local District 4, CA
  • LAUSD Local District 5, CA
  • LAUSD Local District 8, CA
  • Lowell High School, MI
  • Maple Valley Schools, MI
  • Maryland Virtual School, MD
  • Michigan Virtual School, MI
  • Omaha Public Schools, NE
  • Roosevelt High School, CA
  • Southgate High School, CA
  • University High School, CA
  • Williamston High School, MI

Funding provided by

  • The William and Flora Hewlett Foundation
  • NROC members

Performance

NROC Service Status page: https://status.nroc.org/

Developmental Math

For installation in a Learning Management System (LMS), this course was developed for students striving to meet basic college entrance requirements. An adaptive pre-assessment personalizes a learner’s path through Arithmetic, Beginning and Intermediate Algebra, and Statistics, Geometry, and Trigonometry topics.

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"I like the worked examples and videos. You can go back and work at your own pace. It has helped me out. I have an A-."
Student
“I think the NROC curriculum is amazing, and the design of the course is great."
Brooks Doherty, Dean of Faculty, Rasmussen College (Minnesota)
“The instructors find the materials easy to use, and the students who used them achieved at a higher level than others."
Dr. Jan Case, Math Department Head, Jacksonville State University (Alabama)

Pedagogical Approach

Program Description

NROC Developmental Math was designed to be used with students striving to meet college entrance requirements. This multi-modal program allows learners to create their own pace and path through developmental mathematics.

Each learner may begin a unit by taking an adaptive pre-assessment that directs them to a customized path through the content needed to close their proficiency gaps. The program offers video, audio, interactive simulations, and other instructional approaches that engage a variety of learning styles and attitudes.

Topically organized, this program offers flexible modules that address concepts and skills taught in the traditional developmental math sequence of Arithmetic, Beginning Algebra, and Intermediate Algebra. In keeping with AMATYC’s proposal for a new developmental mathematics approach, this program includes topics that provide a high-level, basic introduction to Statistics, Geometry, and Trigonometry.

Media-Rich and Diverse Components

  • Warm-Up: A series of problems to assess prior knowledge, resulting in customized recommendations for review.
  • Presentation: A rich media presentation introducing the topic concept with illustrated examples and optional closed caption [CC] script in English and Spanish.
  • Worked Examples: Narrated, step-by-step demonstration of problem-solving procedures.
  • Practice Problems: Symbolic and word problems designed in adaptive sets, offering students practice and feedback.
  • Topic Text: Integrated textbook provides comprehensive coverage of every learning concept within each topic, available in English and Spanish.
  • Review: Self-test for understanding prior to moving to the next topic.
  • Project: Collaborative assignments in the project-based learning tradition that use real-world problems.
  • Tutor Simulation: Cumulative unit activity offers students directed guidance in solving a multi-faceted, real-world application problem.
  • Topic/Unit Assessments: Formative and summative assessments designed to guide a learner’s progress.
  • Pre-Assessments: Optional diagnostic identifies a learner’s mastery of particular concepts, resulting in a personalized path through each unit.

Accessibility

The Voluntary Product Accessibility Template (VPAT) is a document which evaluates how accessible a particular product is according to the Section 508 Standards. It is a self-disclosing document produced by the vendor which details each aspect of the Section 508 requirements and how the product supports each criterion.

Contributors

The NROC Project Team

  • Gary Lopez, Ph.D. Executive Director
  • Jessica Everton Director of Editorial Development
  • Lynn Skorniak Project Manager
  • Renae Bent Editorial Manager
  • Brian Rowlett Director of Technology
  • Ruth Rominger Director of Learning Design
  • Nancy Cook Director of Operations
  • Terri Rowenhorst NROC Membership Director
  • Dani Pedrotti NROC Membership Manager
  • Jonathan Lopez Communications Manager

Editorial Team

Lead Subject Matter Experts

  • Sharon Testone, Ph.D. Professor of Mathematics Excelsior College, Albany, NY
  • Jane Tanner Professor of Mathematics Onondaga Community College, Syracuse, NY

Developmental Editor

  • Lila Nissen Math Publishing Professional, San Jose, CA

Copy Editor

  • Diane Whitworth Math Publishing Professional, San Jose, CA

Content Development

  • Education Development Center, Inc.www.edc.org
  • Burt Granofsky
  • Eric Karnowski
  • Nevin Katz
  • Emily Fagan
  • Carolyn Ronchinsky

Problem Development

Subject Matter Expert Contributors, Math Consultants, Reviewers

  • Salman Khan Khan Academy http://www.khanacademy.org | Worked Examples development
  • Nicole Williams, Ph.D. Winona State University | Project development
  • Barry Peratt, Ph.D. Winona State University | Project development
  • Amber Muscarello Instructor, TX | Project development

Subject Matter Expert Reviewers

  • Polly Dupuis Salish Kootenai College
  • Carren Walker Clark Community College
  • John Squires Chattanooga State Community College
  • Barbara Dougherty Iowa State University

Scriptwriters

  • Michael Bremer Grass Valley, CA
  • Kathleen Ermitage Evanston, IL

Market Research

Production Team

  • NexLearn www.nexlearn.com/
  • Phil Cross Project Manager
  • Chris Carson Clickteam, Game Production

Advisors

  • Robert Currie Montana Digital Academy
  • Rhonda Epper, Ph.D. Colorado Community Colleges Online
  • Myk Garn, Ph.D. Southern Regional Education Board
  • Francisco Hernandez, Ph.D. University of Hawai'i
  • Sally Johnstone, Ph.D. Winona State University
  • Judy Lowe Chattanooga State Community College
  • Steve Nelson Oregon Department of Education
  • Susan Patrick International Association for K-12 Online Learning
  • Stella Perez League for Innovation in the Community College
  • Linda Pittenger Council of Chief State School Officers
  • Steve Rheinschmidt Iowa Community College Online Consortium
  • William Velez, Ph.D. University of Arizona
  • Gene Wilhoit Council of Chief State School Officers
  • Rachel Wise, Ph.D. Omaha Public Schools

Focus Group Participants

Students, Faculty, or Administrators from the Following Organizations

  • Anne Arundel Community College
  • Arapahoe Community College
  • Baltimore City Community College
  • Bates Technical College
  • Bellevue Community College
  • Black Hawk College
  • Brookhaven College
  • Bronx Community College
  • Broward Community College
  • Cascadia Community College
  • Chattanooga State Community College
  • City Colleges of Chicago District
  • Cleveland State Community College
  • Clover Park Tech College
  • Coastline Community College
  • Colorado Community Colleges Online
  • Columbia State Community College
  • Community College of Aurora
  • Community College of Baltimore County Community College of Denver
  • Community College of Philadelphia
  • Community College of Southern Nevada
  • Cornish College
  • Cuyahoga Community College
  • Cuyamaca College
  • Daley College
  • De Anza College
  • Des Moines Area Community College
  • Durham Technical and Community College
  • Eastfield College
  • Edmonds Community College
  • El Centro College
  • Front Range Community College
  • Green River Community College
  • Grossmont College
  • Harold Washington College
  • Highline Community College
  • Howard Community College
  • Hudson Valley Community College
  • Indian Hills Community College
  • Iowa Community College Online Consortium
  • Iowa Department of Education
  • Iowa Lakes Community College
  • Iowa Western Community College
  • Johnson County Community College
  • Kankakee Community College
  • Kennedy-King College
  • Kirkwood Community College
  • Lake Washington Technical College
  • Lakeshore Technical College
  • Lamar Community College
  • Luzerne County Community College
  • Malcolm X College
  • Mesa Community College
  • Middle Tennessee State University
  • Montgomery College
  • Morgan Community College
  • Motlow State Community College
  • Nashville State Tech Community College
  • North Seattle Community College
  • Northeast Wisconsin Technical College
  • Northeastern Junior College
  • Northwest Iowa Community College
  • Oklahoma City Community College
  • Omaha Public Schools
  • Otero Junior College
  • Pellissippi State Community College
  • Pennsylvania Highlands Community College
  • Pierce College
  • Pikes Peak Community College
  • Pima Community College
  • Portland Community College
  • Prairie State College
  • Prince George's Community College
  • Pueblo Community College
  • Queensborough Community College
  • Red Rocks Community College
  • Renton Technical College
  • Richland College
  • San Diego City College
  • San Diego Community College District
  • San Diego Mesa College
  • San Diego Miramar College
  • San Jacinto College
  • Sauk Valley Community College
  • Seattle Central Community College
  • Sinclair Community College
  • South Seattle Community College
  • South Texas College
  • Southwestern College
  • Southwestern Community College
  • Tacoma Community College
  • Tarrant County College - Northwest
  • Tarrant County College – South
  • Tennessee Board of Regents
  • Tennessee Department of Education
  • Truman College
  • Thomas Nelson Community College
  • Trinidad State Junior College
  • Tulsa Community College
  • Union County College
  • Volunteer State Community College
  • Wright College

Funding provided by

  • The Bill and Melinda Gates Foundation
  • The William and Flora Hewlett Foundation
  • NROC members

Performance

NROC Service Status page: https://status.nroc.org/

Case Studies & Recent Press

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