4th National Mathematics Summit Program

Monday, June 14 & Tuesday, June 15, 2021

All times are Eastern.

 Sponsoring Partner

 Day & Time


Speaker


 Title

 

Summary

 MAA



Monday 11:00 AM

 Jenna Carpenter Turning Lemons into Lemonade: Pandemic-Fueled Opportunities for Reforming Entry-Level College Mathematics


The pandemic has upended higher education, forcing our sluggish system to embrace radical change overnight and shining a spotlight on systemic inequities faced by many of the students we are trying to serve. But this upheaval also ushers in unprecedented opportunities to make permanent changes in our institutions, programs and policies. Entry-level mathematics is the ideal candidate for such an effort. The status quo has worked poorly for years. Let’s create a new, better normal.

Charles A.

Dana Center


Monday 12:00 PM

 

Connie Richardson & Paula Talley

Creating Effective Co-requisite Mathematics Classes Face-to-face and Online


Designing effective co-requisite courses calls for attention to content, pedagogy, and psychosocial factors. Participants will engage with content alignment strategies and pedagogical techniques that provide support for students who have been underserved in the past and explore elements of learning science that contribute to student engagement and success.

 MAA

Monday 1:00 PM

 Jennifer Quinn

Humanizing

Assessments

Why do you grade? To objectively evaluate student knowledge? To motivate student effort? To provide feedback for improvement? Did your grading reality change because of COVID-19? The lessons learned through emergency remote teaching during a global pandemic must be used to inspire more humane and purposeful approaches to mathematics assessment.
Nolting 


Monday 2:00 PM

Paul Nolting & Rochelle Beatty Improve Grades: Integrate Math Study Skills into Campus, Co-requisite and Virtual Classrooms


Institutions now have virtual, online and co-requisites curriculum requiring students to become more independent, fast, and efficient learners. However, students have not been taught motivation and math study skills representing up to 41% of their grade. This workshop focuses on effective course designs, assessments, and teaching vrtual/inperson students and tutors note-taking, reading, homework, self- directed learning, test-taking, and test analysis strategies.

 NOSS Tues 11:00 AM Christina Cobb & M.A. Higgs  Active Learning In lecture-based teaching, the instructor is the content provider. Active Learning strategies may improve upon this method by increasing engagement. Active Learning is any instructional instrument that includes students in their development (Prince, 2004). This presentation will demonstrate Active Learning mathematics examples; participants should bring their best examples to share.
 AMATYC Tues. 12:00 PM  Scott Adamson Engaging Students to Actively Learn Rigorous Mathematics Active learning allows students to productively struggle to make sense of and to learn mathematics with understanding. This is not done at the expense of developing rigorous mathematical ideas but instead can focus on rigorous mathematical learning. We will discuss practical strategies that can be implemented in your classroom.
 Carnegie Math Pathways/West Ed Tues. 1:00 PM Eboni M. Zamani-Gallaher Lifting the Veneer of Racialization and Context in Community College Mathematics Community colleges have long been lauded as democratizing institutions that broaden participation through an open door mission. However, the open door does not equate to open access. Even as mathematics can be a gateway to greater educational, economic, and social mobility, little is known about the dimensions of equity for teaching and learning math, namely racial equity in community college contexts. This presentation will touch on broad definitions of equity and how community colleges as a context and the field of mathematics wrestle with the tensions between access, identity, opportunities and achievement in fostering equitable student experiences and outcomes. Zamani-Gallaher will highlight the equity imperative for the community college enterprise requires greater intentionality of race-critical analyses in disrupting intersectional inequities in mathematics.
  Tues. 2:00 PM   Round Table Discussions   See topics list below.

Table Topics for Math Summit Round Table Discussions

 Host  Topic  Summit Definition


MAA


Active Learning

Active learning includes teaching techniques and classroom practices that engage students in activities, such as reading, writing, discussion, or problem-solving, that promote higher-order thinking.  CBMS full statement can be found at: http://www.cbmsweb.org/Statements/Active_Learning_Statement.pdf

 


AMATYC

 



Assessing Student Success

Student success is the fulfillment of a student’s academic or professional goals or outcomes. During the past decade, various key performance indicators have been standard practices used in higher education literature as well as all six regional higher education accreditation agencies to measure student success

(Community College Research Center [CCRC] & American Association of Community Colleges [AACC], 2015a; Cuseo, 2012). These include:

  • Academic Achievement or Successful Course Completion (Grade of A, B, or C) and Success in Subsequent Courses

  • Student Persistence or Term-to-term Persistence

  • Educational Attainment: entering students’ persistence to completion of their degree, program, or educational goal

  • Student Advancement: student’s successful progress and completion of college degree or program

  • Holistic Development: students’ development not only intellectually, but also emotionally, socially, artistically, and creatively as they progress through and complete their college experience

 

Dana Center

 

Co-requisite Models

Co-requisite is an instructional strategy whereby undergraduate students are enrolled in a college level course paired with an intervention/support program that supports the learning in that college level course. The paired component provides support aligned directly with the learning outcomes, instruction, and assessment of college level course, and makes necessary adjustments as needed in order to advance students’ success in the college level course.

 


Carnegie Math Pathways/WestEd

 


High Quality Mathematics Pathways
  • Mathematics curricula are differentiated to meet the needs of different meta-majors or both STEM and non-STEM programs of study.

  • Students can earn credit for their respective college-level gateway course within the first year of enrollment.

  • Student support services are aligned across the institution to guide, place, and advise students into and through their chosen pathway.

  • Faculty adapt and implement curricula and pedagogical practices that are grounded in research on effective instructional practices for all students.

  • Math Pathways courses transfer and meet degree requirements at a college’s primary transfer institutions and their students’ chosen programs of study.




AMATYC 



The Meaning of Mathematical Rigor

In a rigorous course, students are asked to: Struggle with real, non-routine problems in context; identify strategies to solve problems; communicate about mathematical ideas with clarity and precision; and justify solutions. 
  • Attention to precision, structure and patterns,

  • Inference, interpretation, reasoning,

  • Mathematical habits of the mind and ways of thinking and

  • Helping students develop their mathematics identity.

Nolting  Non-Cognitive Academic Skills 

Non-cognitive academic skills are based on Bloom’s student learning model that includes cognitive entry skills (knowledge), instruction and affective characteristics. The affective characteristics model now includes non-cognitive skills and learning skills. These affective characteristics include attitudes, self-esteem, self-efficacy, motivation, tenacity, locus of control, productive persistence, social belonging, relational trust, mindsets, mathematics anxiety, study skills, and test-taking skills. These student-based affective characteristics have shown to improve math success.

 NOSS Supportive Learning Environments 

Students and faculty must be knowledgeable about research on how students learn mathematics and the effects of variables such as age, race, gender, career goals, socio-economic background, and language skills. Instructors must recognize the need to create a nurturing environment that raises students’ self-esteem and encourages them to continue their study of mathematics. Learning supports include services often found in Learning Support Centers such as tutoring, advising, supplemental instruction, assessment help sessions, and more. Instructors need to be ready to share when and where these services are available. In this environment, faculty, support service personnel, and students must be a team.


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