actively learning mathematics rac

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Actively Learning Mathematics RAC Update for the CSU-MTEP Convening October 10-11, 2014

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Actively Learning Mathematics RAC. Update for the CSU-MTEP Convening October 10-11, 2014. RAC Partners. Gary Martin, Ulrich Albrecht: Auburn University David Webb, Eric Stade , Robert Tubbs, Faan Tone Liu: University of Colorado Boulde r. - PowerPoint PPT Presentation

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Page 1: Actively Learning Mathematics RAC

Actively Learning Mathematics RAC

Update for the CSU-MTEP ConveningOctober 10-11, 2014

Page 2: Actively Learning Mathematics RAC

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

Page 3: Actively Learning Mathematics RAC

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

Page 4: Actively Learning Mathematics RAC

Relation to Overall Drivers

BCC

Page 5: Actively Learning Mathematics RAC

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.

Page 6: Actively Learning Mathematics RAC

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

Page 7: Actively Learning Mathematics RAC
Page 8: Actively Learning Mathematics RAC

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

Page 9: Actively Learning Mathematics RAC

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

Page 10: Actively Learning Mathematics RAC
Page 11: Actively Learning Mathematics RAC

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

Page 12: Actively Learning Mathematics RAC

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

Page 13: Actively Learning Mathematics RAC

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

Page 14: Actively Learning Mathematics RAC

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