What’s New in Mathematics Redesign and Active Learning Research?

1. What’s New in Mathematics Redesign and Active Learning Research? November 17, 2017 Presenter: Dr. Julie M. Phelps

2. Active Learning in my Classroom • Building Community Activities • Getting to know you? Then Speed-dating. • Just before test 1 show: I’m worried about my grade in your class, am I failing your class? – Youtube video • Technology uses for good • Walk that line • Desmos (I brought my old tools for transformations too) • Newton’s Law of Cooling • Students make a video tutorial (sometimes they surprise me) • Jig-saw Lesson Last week – Quadratic Equations (not evil)

3. Challenges facing our community Mathematics and statistics courses function as gateways to many majors and they are crucial for preparing scientifically literate citizens. Yet: Kahoot.it

4. Impetus to change • Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics (PCAST, 2012) • PCAST = President’s Council of Advisors on Science & Technology • The Mathematical Sciences in 2025 (NRC, 2013)

5. National Science Foundation funded the project in 2014 • The primary goal was to develop a shared vision in the mathematical sciences community of the need to modernize the undergraduate mathematics program, especially the first two years.

6. Representation from the 5 mathematics professional associations who focus on undergraduate mathematical sciences programs as an integral part of their mission.

7. National Council of Teacher of Mathematics (NCTM) 1980 – Agenda for Action 1989 – Curriculum and Evaluation Standards for School Mathematics 2000 – Principles and Standards for School Mathematics 2010 – Common Core State Standards for Mathematics by the National Governors Association and the Council of Chief State School Officers 2014 – Principles to Actions: Ensuring Mathematical Success for All

8. Report of common themes found in 7 existing curricular guides published by the 5 associations. • Beyond Crossroads, AMATYC, 2006 (update of the 1995 publication Crossroads in Mathematics: Standards for Introductory College Mathematics Before Calculus) • 2015 CUPM (Committee on Undergraduate Programs in Mathematics) Guide to Majors in the Mathematical Sciences, MAA, 2015 (update of ​Undergraduate Programs and Courses in the Mathematical Sciences: CUPM Curriculum Guide 2004) • Guidelines for Assessment and Instruction in Statistics Education College Report (GAISE Report), ASA, 2012

9. Report of common themes found in 7 existing curricular guides published by the 5 associations. • Guidelines for Undergraduate Programs in Statistical Science, ASA, 2014 • Partner Discipline Recommendations for Introductory College Mathematics and the Implications for College Algebra, MAA, 2012 • Modeling across the Curriculum, SIAM, 2012 • Undergraduate Programs in Applied Mathematics, SIAM, 2014

10. The status quo is unacceptable! Less traditional lecturing & more ‘Active Learning’ techniques, develop students’ communication skillsCurriculum changesby - connecting with other disciplines - Increasing the Role of Two-year Colleges- Creating multiple pathways - Through General Education Mathematics/Statistic Requirements - Into & Through Majors in the Mathematical Sciences - Include Early Exposure to Statistics, Modeling, & Computation- Student Transitions & Transfer Between Institutions - Technology to Enhance Student Learning- Workforce DevelopmentFaculty Development and Support

11. Meanwhile in Florida (2013)

12. Valencia’s New Developmental Education SB1720 Florida Statute Section 1008.30 • Common placement testing for public postsecondary education – “…entered 9th grade in a Florida public school in the 2003-2004 school year…student who graduated with a standard high school diploma…or a student who is serving as an active duty member… shall not be required to take the common placement test and shall not be required to enroll in developmental education …” • Developmental education may be delivered through a variety of accelerated and co-requisite strategies and includes any of the following: (a) Modularized, (b) Compressed, (c) Contextualized, (d) Co-requisite • Meta Majors: Arts, Humanities, Communication and Design; Business; Education; Health Sciences; Industry/Manufacturing and Construction; Public Safety; Science, Technology, Engineering, and Mathematics; Social and Behavioral Sciences and Human Services shall not be required to take the common placement test and shall not be required to enroll in developmental education …” (a) Modularized, (b) Compressed, (c) Contextualized, (d) Co-requisite

13. Math Pathways Your math pathway is determined by your specific major within the Meta-Major. See a counselor or advisor for a recommendation. For arts/humanities/communications/design and education it is recommended to meet with a counselor or advisor regarding your degree plan pathway. Algebra Pathway Statistics Pathway Liberal Arts Pathway • Business • Science, Technology, • Engineering, and Math • Industry, Manufacturing, • and Construction • Social and Behavioral Sciences • Human Services Health Sciences Public Safety

14. Principles to Action Guiding Principles

15. Common Vision Accomplishments • Published a final report (Released 2016) • http://www.maa.org/sites/default/files/pdf/CommonVisionFinal.pdf • Serves as a synthesis of the common themes identified based on our research and input from project participants and other leaders in our community

16. National Math Summit (2013, 2016, next 2018) National Models/Interventions explored • Contextualized Learning • Modularized • Emporium • Co-curricular/paired classes/co-requisite • Accelerated/Compressed • Curriculum Reform for Pathways • Online/Hybrid • Other math learning strategies • OER (new major theme since 2016)

17. Common Themes Discussion • In your groups, discuss the common themes that have emerged from the Common Vision project. • What speaks to you? • What surprises you? • What is missing?

18. Action since the Common Vision Report (work in progress/my connection) MAA – Instructional Practices Guide AMATYC – IMPACT Guide NSF Research Study at Valencia College on Expectancy-Value-Cost Active Learning in my Classroom continued… I started with a few examples.

19. MAA Instructional Practices Guide Common Vision leaders and participants worked together to identify common themes in existing curricular guides that have been endorsed by these associations and to propose a path forward for continued collaboration.

20. MAA Instructional Practices Guide (Anticipated release at JMM in San Diego, January 2018) • A primary point emphasized by all the guides is that the status quo is unacceptable. Change is unquestionably coming to lower-division undergraduate mathematics, and it is incumbent on the mathematical sciences community to ensure it is at the center of these changes, not on the periphery. Be the change agent! NO toxic dripper!

21. Instructional Practice Guide Draft Outline Link

22. Anticipated Release (November 2018)

23. PROWESS? exceptional or superior ability, skill, or strength: their prowess as mathematicians. exceptional valor, bravery, or ability, especially in combat or battle.

24. The Four Pillars of Prowess PRoficiency OWnership Engagement Student Success

25. Content of Print Version • Preface: • Enacting a Renewed Vision for Mathematics in the First Two Years of College • Chapter 1: Making an IMPACT • Generating the Ripple Effect • Chapter 2: Who Are We? • Finding Our Voice

26. Chapter 3: Proficiency Developing Student’s Mathematical Knowledge Chapter 4: Ownership Taking Responsibility and Showing Initiative Chapter 5: Engagement Developing Intellectual Curiosity and Motivation in Learning Mathematics Chapter 6: Student Success Stimulating Student Achievement in Mathematics

27. Chapter 7: Stakeholders Working Together to Accomplish Change Chapter 8: Implications for Research Moving the Research Agenda Forward in Mathematics in the First Two Years of College Chapter 9: IMPACTing the Future Answering the Call

28. Need Theories Goal Theories Interest Theories Attribution Theories Implicit Theories of Intelligence Arousal/Emotion Theories Extrinsic/Intrinsic Motivation Theories

29. And, although many theories exist… Expectancy-Value-Cost Framework Goal Theories Interest Theories Arousal/Emotion Theories Implicit Theories Attribution Theories Need Theories Extrinsic/Intrinsic Theories

30. Value Cost Expectancy Why should I learn this stuff? Maybe I don’t have what it takes? What barriers are in my way?

31. What students THINK about our courses (aka, their Es and Vs) matters a lot!

32. Expectancy Can I do the task? Grades Test Scores Interest Continued Persistence Major Value Do I want to do the task? Eccles & Wigfield (2000); Wigfield & Cambria (2010)

34. Let’s pause for an application break Using EVC language, can you now identify your challenges being a(n): Expectancy problem? (students don’t think they CAN do it) Value problem? (students don’t WANT to do it) Cost problem? (students have additional BARRIERS preventing them from having time, energy, and resources to do it)

35. Thank you! Questions? Julie Phelps Valencia College jphelps@valenciacollege.edu Common Vision Website: www.maa.org/common-vision AMATYC IMPACT Review Website:amatyc.org/IMPACT