actively learning mathematics rac update for the csu-mtep convening october 10-11, 2014
TRANSCRIPT
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Actively Learning Mathematics RAC
Update for the CSU-MTEP ConveningOctober 10-11, 2014
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RAC Partners
• Gary Martin, Ulrich Albrecht: Auburn University
• David Webb, Eric Stade, Robert Tubbs, Faan Tone Liu:
University of Colorado Boulder
• Jim Lewis, Wendy Smith: University of Nebraska Lincoln
• Angie Hodge: University of Nebraska Omaha
• Vicki Seeley, Nicole Engelke: West Virginia University
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Statement of the Problem
• High DFW rates in entry-level undergraduate mathematics courses impacts 1. Persistence in postsecondary education2. Pursuit of STEM majors and related careers3. Development of future secondary math teachers
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Relation to Overall Drivers
BCC
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Aim Statement
Through the use of active learning design principles, increase the percent of students succeeding in targeted, more rigorous freshman level math courses (Precalculus, Calculus 1 and/or Calculus 2) by 5-10% base points by December 2014.
NOTES:
• Active Learning Design Principles are being developed.
• Focus on the DFW rate as the most accessible and politically important measure.– Long-term: Add in data related to persistence; change in student attitudes; and more STEM
majors (including secondary mathematics)
• Demonstrate that the instruction is more rigorous through examination of examinations.
• Need to better understand the baseline, including comparing fall/spring data.
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Active Learning Design Principles
• Mathematics content: toward key ideas and coherence• Instructional activities: promote active construction of
meaning, sense making, and relational reasoning
• Norms for classroom discourse: reasoning in process• Instructional environment: supports interaction in small
groups, whole-class discussion and individual seatwork• Instructional decisions: perspective of learner
• Assessments: need to reflect emphasis on goals
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Measures Used
• Assessments used • Analysis of reasoning goals, depth of knowledge
• Instructional practice• Reform Teaching Observation Protocol (RTOP)
• Students’ attitudes & dispositions towards math• CLASS: Colorado Learning Attitudes about Science Survey• Adapted for mathematics in 2008
• Student achievement• Tracking DFW rates: five years for Precalculus to Calculus 2
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General Approach Taken• Assessment, instructional materials – ALM design principles
• Will Building– buy-in for supporting elements– coalitions and leadership
• Capacities of Instructors– Use of learning assistants– Professional development for instructors and
learning assistants
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Current Activities
• Refine ALM design principles
• Create/pilot activities that support active learning
• Implement Undergrad Learning Assistant
• Develop high leverage professional development
• Prepare and submit IUSE proposal
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Initial Plans for 2014-2015
• Continue to refine the Active Learning Design Principles.
• Ensure that measures are truly aligned with these Design Principles.
• Consider the impact that class meeting patterns have on implementing active learning.
• Investigate the relationship between class attendance and student performance.
• Defining “rigor” – analyzing exams to establish levels of reasoning required.
• Considering the “non-negotiable content” for courses.
• Explore common ways to improve student response rates on the CLASS.
• Create and pilot activities that support active learning
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Opportunities for Involvement
• Build interest among faculty members
• Develop shared political will to change the teaching of undergraduation mathematics– This takes time and needs to begin one or more
semesters in advance.
• Collect baseline data – To demonstrate change and growth
• Pilot some select ALM materials
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Next Steps
• Continue developing ALM resources• Complete data collection & analysis• Compare implementation and impact• Identify revision and development needs• Extend ALM approach to other partners