Category: Measuring Teaching

Measuring Teaching and Learning in Mathematics

This weekend at AMATYC I presented this Prezi presentation on How can we measure teaching and learning in math? My husband was kind enough to act as the videographer for the presentation, and so I can also share the video presentation with you today. I think the video should add quite a bit of context to the presentation, so I hope you’ll take the time to watch it.  What I propose (at the end) is a research solution that would help all of the math instructors in the country (who want to) participate in one massive data collection and...

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Student Conceptions of Mathematics

Do you ever get the feeling that you’re not making any real progress with your students?  Sure, they pass tests and progress through the courses (well, most of them), but have you ever just had the uneasy feeling that they really don’t get what math is all about?  Suppose you were to ask your students the following question: Think about the math that you’ve done so far.  What do you think mathematics is? What do you think they would tell you? Well, in 1994, a research group from Australia did ask 300 first-year university students this question (Crawford, Gordon,...

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How can we measure Teaching and Learning in Math?

Last week I prepared a new presentation for the MichMATYC conference based partially on the literature review for my dissertation.  In my dissertation I am studying instructors, but in this talk I addressed both the instructor and the student side.  It was also the first presentation I’ve built using Prezi, and it was interesting to re-think presentation design using a new tool.  Of course, the presentation misses something without the accompanying verbal descriptions, but there is enough information on here that you can begin to understand the problem (we don’t actually know much) and the solution (common language, common measurement tools). There are also a few new cartoons/illustrations in this presentation.  I’ve started just paying for a couple of illustrations per presentation to help viewers to understand (and mostly to remember) difficult concepts.  Just to give you a rough idea in the time involved to create something like this, I spent about 18 hours on the Prezi build (which doesn’t even begin to account for the time spent doing the research). How can we Measure Teaching and Learning in Math?  Possibly Related Posts: Contemporary Algebra Collection (new resources 2/4/2019) Teaching in Higher Ed Podcast about ESIL Lens Add Graphs In The World to Courses ESIL: A Learning Lens for the Digital Age Taking the Algebra Out of College...

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Mathematics Instructional Practices

What follows are ten mathematics instructional practices (MIPs) are meant to capture the nuances of the majority of mathematics instruction for the first two years of college mathematics. Lecture Collaborative Lecture Cooperative Learning Inquiry-based Learning Emphasis on Application Problems Emphasis on Project-based Learning Emphasis on Multiple Representations Emphasis on Communication Skills Mastery Learning Emphasis on Formative Assessment These MIPs are not part of my Ph.D. dissertation research, they are just something I needed to do in order to focus my literature review on a narrow and clearly defined set of instructional practices for mathematics. Thank you to everyone who gave me feedback in the last two days – it was vital to developing a comprehensive list of practices. I am permanently posting the list (with descriptions and illustrative examples) under the Resources tab on this website (go here). You can also print the full list and research notes from the feedback surveys in the last two days (here). I only ask that if you use these as part of a study, paper, or presentation, that you use the proper citation (or if it is digital, link back to the site). Please note that the use of technology for instruction is not its own category on the MIP list (ironic, I know). However, technology is used as part of the implementation of various instructional strategies. Emphasis on technology itself is...

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