Skip to main content

Math Pathways

At WCU, students take the math classes (pathway) aligned to their academic major and career path, where they learn and apply the concepts used by professionals in their field of study.

Math Pathways at WCU have four guiding principles, listed below, followed by some links to articles and resources from the UNC System Office and the Charles A. Dana Center at the University of Texas at Austin. Discover the principles below, check out some of the research, and then explore to learn more about our Math Pathways at Western Carolina University.  

Whether you are a student, a faculty member, or a staff member who is curious about Math Pathways, we encourage you to learn more about Math Pathways so you can become familiar with the various mathematics required for the different programs at WCU.

Info for Students

Info for Faculty

Info For Staff

Math Pathways Principles

Principle 1

All students, regardless of college readiness, enter directly into math pathways aligned to their program of study

  • Math Pathways direct students into appropriate coursework based on students’ degree clusters

Principle 2

Students complete their first college-level mathematics requirement in their first year of college

  • Success in mathematics hinges on regular practice and exposure
  • Postponing a math course can delay students’  major coursework and time to graduation
  • Significant time gaps between courses present difficulties for student learning

Principle 3

Strategies to support students as learners are integrated into courses and are aligned across the institution

  • Just-in-time co-requisite courses offered side-by-side with the primary course to aid students who are underprepared for college-level gateway math

  • Supplemental instruction for students who need support with the main course content
  • Advisors and administrators who promote math pathways

Principle 4

Instruction incorporates evidence-based curriculum and pedagogy

  • An effective curriculum should engage students in mathematics that relates to their major course of study
  • Inter-disciplinary collaboration of materials for teaching mathematics is valued
  • Inclusive teaching for first-generation, low-income, and underrepresented minority students is fostered

Additional Resources

Community College Resource Center

UNC System Office Math Pathways Information

Research from the Charles A. Dana Center at UT Austin:


Office of Web Services