Author: busynessgirl

ESIL: A Learning Lens for the Digital Age

In the early 90’s, most people had three reasonable choices for looking up the information you did not know: a book or journal you owned, the notes you took in class, or a library. In all of these cases, you had to physically move yourself to the location where the information source was stored. The best bet to be able to state information quickly was to know the information yourself. Given that we are humans, let’s assume the accuracy of all the information we hold in our heads is (at best) 80%. In the later 90’s and early 00’s,...

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Bringing the Real World to Your Math Class Every Day

I’ve been spending the first 5-10 minutes of every 2-hour math class discussing graphs in the news with my students. I’ll give you a few examples of what came up naturally week by week: Lots of social media graphs: Slope of the adoption rates for new users, the DAU (daily active users) and MAU (monthly active users) over time, and comparison of the adoption of new features in different platforms (Snapchat, Facebook, Instagram, and Twitter) Tech industry: Growth of Amazon, Facebook, and Google, rise in employees at these companies, and comparison the money spent on Black Friday in the...

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Taking the Algebra Out of College Algebra

Today’s talk from AMATYC was “Taking the Algebra Out of College Algebra” (to lessen the heretical title slightly I will tell you I’m advocating for taking *some* of the algebra out of College Algebra). The goal of the talk is to help faculty redevelop a math program so that it de-emphasizes algebraic manipulation can be daunting. Faculty will leave this talk with both a vision for the nirvana they want (the long-term goal) and small, executable steps they can take right now to work towards that goal. I meant to record the audio for the talk but I completely...

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Understand in learning objectives – it’s the forest, not the trees

If you’re a faculty member, you can probably tell me all about the first time an instructional designer said to you “You can’t use the word ‘understand’ in a learning objective.” And it probably made you mad. The oft-cited reason to avoid “understand” is because “You can’t measure it.” And this is where I’d like to take issue with Instructional Design 101.  Can you always measure an “understand” learning objective? No. Can you sometimes measure an “understand” learning objective? Yes. And it really comes down to the definition you use. understand: mental comprehension of a topic understand: demonstrated comprehension...

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Reimagining Calculus Keynote

Yesterday I gave the keynote at the Reimagining Calculus Conference held at Stevens Institute of Technology. I was able to record the audio/slides from my laptop. So if you want to revisit the talk or share it with colleagues, you can. This may very well be the talk remembered for “Maria blowing up factoring” (a bit controversial) and the themes from the talk were revisited throughout the day in the other talks and panel. Possibly Related Posts: ESIL: A Learning Lens for the Digital Age Bringing the Real World to Your Math Class Every Day Adjuncts shouldn’t have to...

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