Education Commons^™

Incorporating Perspectival Elements In A Discrete Mathematics Course, Calvin Jongsma

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Discrete mathematics is a vast field that can be explored along many different paths. Opening with a unit on logic and proof and then taking up some additional core topics (induction, set theory, combinatorics, relations, Boolean algebra, graph theory) allows one to bring in a wealth of relevant material on history, philosophy, axiomatics, and abstraction in very natural ways. This talk looks at how my 2019 textbook on discrete mathematics, focused in this way, came to be, and it highlights the various perspectival elements the book includes.

Finding Meaning In A Multivariable World: A Conceptual Approach To An Algebra-Based Second Course In Statistics, Karen Mcgaughey, Beth Chance, Nathan L. Tintle, Soma Roy, Todd Swanson, Jill Vander Stoep

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Although the teaching of the first course in statistics has improved dramatically in recent years, there has been less focus on a similarly conceptual-based second course aimed at non-majors. We present a curriculum for the second course, designed to expand statistical literacy across disciplines, which focuses on conceptual understanding of multivariable relationships through data visualization, study design, the role of confounding variables, reduction of unexplained variation, and simulation-based inference, rather than the mathematically-based discourse often used in the second course. Our curriculum uses a student-centered pedagogical approach, utilizing guided discovery activities based on real-world case studies, facilitated by student-focused technology …

Start A Math Teacher Circle: Connect K-12 Teachers With Engaging, Approachable, And Meaningful Mathematical Problems, Tom Clark, Mike Janssen, Amanda Harsy, Dave Klanderman, Mandi Maxwell, Sharon Robbert

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Many K-12 math teachers are not ready to teach from a conceptual and inquiry-oriented perspective because they have an algorithmic understanding of mathematics. One solution is to create a math teacher circle (MTC), which provides conceptual and inquiry-based learning activities and builds professionalism among the teachers. In this paper, we describe the origins of two such MTCs, highlighting the process of identifying leadership team members, submitting the grant proposal for seed money, and hosting launch events, intensive summer workshops, and monthly meetings during the academic year. We also share opportunities for professional development for college and university faculty, including research …

Mathematical Justice?, Valorie L. Zonnefeld

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"I’d like to suggest the possibility of guiding students toward more just ways of seeing and being in the world in mathematics class."

Posting about human flourishing through mathematical study­­­­­­­­ from In All Things - an online journal for critical reflection on faith, culture, art, and every ordinary-yet-graced square inch of God’s creation.

http://inallthings.org/mathematical-justice/

Specifications Grading In A First Course In Abstract Algebra, Mike Janssen

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Specifications grading offers an alternative to more traditional, points-based grading and assessment structures. In place of partial credit, students are assessed pass/fail on whether or not they have achieved the learning outcomes being assessed on a given piece of work according to certain specifications, with limited opportunities for revision of non-passing work. This talk will describe the learning outcomes and specifications grading system I used in my Fall 2016 abstract algebra course, as well as student responses.

Faith Connections In The Math Classroom, Valorie L. Zonnefeld, Ryan G. Zonnefeld

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Looking for ways to make faith connections in your math classroom? The Zonnefelds present a framework, developed in collaboration with local teachers, that synthesizes faith connections, the TfT framework, and Common Core standards.

Standards-Based Assessment In A Developmental Math Course, Valorie L. Zonnefeld, Michal Huizenga, Aaron Van Beek, Kate Van Weelden

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Learn why we decided to try standards-based instruction in an undergraduate, developmental algebra course and what we learned in the process.

Mindset Training For Undergraduates In Developmental Mathematics, Valorie L. Zonnefeld, Kate Van Weelden

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This poster highlights the work of an individual study that student Kate Van Weelden did in Dr. Zonnefeld's Math 100 class. Kate was a teacher assistant who led a lab session for 6 of the students in the Math 100 course. Throughout the semester Kate implemented incremental mindset training for her 6 students. The results showed a promising avenue for improved achievement, especially among males.

Analyzing Unique-Matching Games Using Elementary Mathematics, Calvin Jongsma, Tom Clark

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We present here an analysis of the game of Spot It! that can be used as background information for the purpose of leading a math circle around the game. The presentation here follows the progression of solving the puzzle for simple cases first and culminating in the solution of the original game.

Critical Thinking And High-Level Discourse In A 1:1 Environment, Ryan G. Zonnefeld, Valorie L. Zonnefeld

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Learn about our experiences co-teaching a K–8 methods course using 1:1 tablets in a high-tech lab. This innovative course included a move away from a textbook to a dynamic research-based curriculum supported by NCTM resources and CCSSM as well as integral utilization of apps, web 2.0 tools, and professional learning networks.

Mathematician's Apology, Tom Clark

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"Better standards may help all math teachers to shape our classes to better reflect the creativity and play at the heart of mathematics."

Posting about ways to improve math's negative image­­­­­­­­ from In All Things - an online hub committed to the claim that the life, death, and resurrection of Jesus Christ has implications for the entire world.

http://inallthings.org/a-mathematicians-apology/

Practical Applications Of An Integrally Christian Approach To Teaching Mathematics, Valorie L. Zonnefeld

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Descriptions of various frameworks and approaches to integrating Christian faith in the mathematics classroom are explored, as well as examples and techniques. In particular, a subject-centered approach is advocated in contrast to the traditional teacher-centered approach or, more recently, the student-centered approach.

Subject-Centered Approach To Integrate Faith And Learning, Valorie L. Zonnefeld

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No abstract provided.

Developing The Horizon Content Knowledge Of Teachers Through A Math Teachers’ Circle, Tom Clark

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Although much of the training pre-service mathematics teachers receive is either in mathematical content or educational theory and pedagogy, research indicates that mathematical knowledge for teaching (MKT), which lies in a sense at the intersection of the two, is a factor in teacher quality. Unfortunately, none of the recent improvements in teacher preparation necessarily affect in-service mathematics teachers. One successful program affecting in-service teachers nationwide is the Math Teachers’ Circle Network. One strand of MKT that I believe math teachers’ circles are in a position to affect is Horizon Content Knowledge (HCK). Although taking advanced mathematics courses may improve HCK, …

Mathematics: Always Important, Never Enough: A Christian Perspective On Mathematics And Mathematics Education, Calvin Jongsma

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This article is an edited version of the keynote address delivered by Dr. Jongsma at the B.J. Haan Education Conference on Teaching Math in the Christian School, held at Dordt College on March 9, 2006, for elementary and secondary school mathematics teachers, primarily in Christian schools. The article was earlier published online in the 2006 Journal of the ACMS (http://www.acmsonline.org/Jongsma.htm).