Developed with funding from the National Science Foundation. Transition to College Mathematics and Statistics (TCMS) is a problembased, inquiryoriented, and technologyrich fourthyear high school mathematics course. It was developed to help ensure student success in college and careers in an increasingly technological, informationladen, and datadriven global society.
TCMS was specifically designed for the large number of students whose intended undergraduate programs of study do not require calculus—such as business; management; the environmental, information, life, health, and social sciences; and many teacher preparation programs.
The development of TCMS involved a
collaborative effort among the author
team, an international advisory board, and content and evaluation
specialists.
According to the most recently available reports from the Conference Board of Mathematical Sciences (2010) and the National Center for Educational Statistics (2011), it is estimated that about 5.8% of undergraduate students nationwide are enrolled in calculus or advanced courses with calculus as a prerequisite. At community colleges, that number drops to 1.8%.
All too often, collegebound noncalculusintending students are enrolled in an inappropriate precalculus course or opt out of mathematics their senior year. But research has repeatedly shown that students who are not enrolled in an appropriate mathematics course their senior year are much more likely to be placed in a remedial (noncredit bearing) course in college.
In some schools, students may elect to take a statistics
or discrete mathematics course—courses that frequently do
not provide the mathematical content to be successful on current
college placement tests.
The TCMS course consists of the eight units:
 Unit 1 Interpreting Categorical Data
 Unit 2 Functions Modeling Change
 Unit 3 Counting Methods
 Unit 4 Mathematics of Financial DecisionMaking
 Unit 5 Binomial Distributions and Statistical
Inference
 Unit 6 Informatics
 Unit 7 Spatial Visualization and Representations
 Unit 8 Mathematics of Democratic DecisionMaking
Key content and instructional features as outlined below have been informed by the latest research on student learning and recommendations from client disciplines on the focus of undergraduate noncalculus based mathematics and statistics courses.

 Balanced Content Transition to College Mathematics and Statistics reviews and extends students' understanding of important and broadly useful concepts and methods from algebra and functions, statistics and probability, discrete
mathematics, and geometry. These branches of mathematics are connected by CCSS mathematical practices and by mathematical habits of mind such as visual thinking, recursive thinking, searching for and explaining patterns, making and checking conjectures, exploiting use of multiple representations, providing convincing explanations, and a disposition towards strategic use of
technological tools.
 Flexibility TCMS consists of eight focused and coherent units, each of which is generally
selfcontained with attention to content prerequisites provided by "JustinTime" review tasks in lesson homework sets. The course has been organized to be as flexible as possible. The organization permits teachers to tailor courses that best meet the needs
and interests of their students. For example, some teachers may choose to use the unit on Mathematics of Democratic DecisionMaking as the second or third unit of the course to parallel state or national elections.
 Mathematical Modeling TCMS emphasizes mathematical modeling including the processes of problem formulation, data collection, representation, interpretation, prediction, and simulation. The modeling perspective supports students in connecting mathematical content with important mathematical practices and habits of mind.
 Technology Numeric, graphic, and symbolic manipulation capabilities such as those found in TCMSTools and on many graphing calculators are assumed and appropriately used throughout the course. TCMSTools is a suite of software tools that provide powerful aids to learning mathematics and solving mathematical problems. This use of technology permits
the curriculum and instruction to emphasize multiple linked representations (verbal, numerical, graphical, and symbolic) and to focus on goals in which mathematical thinking and problem solving are central.
 Active Learning The instructional materials promote active learning and teaching centered around collaborative investigations of problem situations followed by teacherled wholeclass summarizing activities that lead to analysis, abstraction, and further application of underlying mathematical ideas and principles. Students are actively engaged in exploring, conjecturing, verifying, generalizing, applying, proving, evaluating, and communicating mathematical ideas.
 Multidimensional Assessment Comprehensive assessment of student understanding and progress through both curriculumembedded formative assessment opportunities and summative assessment tasks support instruction and enable monitoring
and evaluation of each student's performance in terms of mathematical practices, content, and dispositions.
A companion suite of mathematical and statistical software tools,
called TCMSTools, is freely
available for Transition to College Mathematics and Statistics.
For further information about the Transition to College Mathematics
and Statistics program and implementation support, contact
cpmp@wmich.edu.
Transition to College Mathematics and Statistics is published by McGrawHill Education in both print and digital formats. For sample review copies or digital access, contact the publisher, your regional/local McGrawHill sales representative, or call 18003347344.
