Pub Date : 2023-10-05DOI: 10.1080/10511970.2023.2265358
Justin Barhite, Benjamin Braun, Courtney George, Angela Hanson, Hunter Lehmann, Camille Schuetz, Chloe Urbanski Wawrzyniak
Abstract:Over the past three years, a community of faculty and graduate teaching assistants has developed within the University of Kentucky Mathematics department centered around the use and development of student-centered assessment methods. In this article, we discuss the environmental factors that contributed to the growth of this community, our motivations for engaging in this work, and the surprisingly consistent successes we have experienced independent of gender or career stage. We conclude by sharing suggestions for experienced instructors interested in building communities around the theme of student-centered assessment methods.Keywords: AssessmentSpecifications GradingStandards-Based GradingDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. Additional informationNotes on contributorsJustin BarhiteJustin Barhite is a Visiting Teaching Assistant Professor at the University of Colorado Boulder; previously he was a mathematics graduate student at the University of Kentucky. His mathematical interests include algebraic topology and category theory. He is also interested in student-centered learning and growth-focused grading systems.Benjamin BraunBenjamin Braun is a Professor of Mathematics at the University of Kentucky, where he serves as Director of Graduate Studies. His mathematical interests include combinatorics, algebra, and geometry. His educational interests include using writing in mathematics courses, affective aspects of mathematical learning, and the intersection of mathematics teaching and learning with psychology, history, critical theory, and other disciplines.Courtney GeorgeCourtney George is a Visiting Assistant Professor at the University of California, Riverside. She received her PhD in Mathematics at the University of Kentucky. Her mathematical interests include algebraic and tropical geometry while her educational interests include growth-based grading metrics and incorporating technology in the classroom.Angela HansonAngela Hanson is an Assistant Teaching Professor at Villanova University. Her mathematical interests include tropical geometry and applying discrete math and graph theory to algebraic problems. Her educational interests include integrating personal and professional development goals with content goals, while implementing flexible assessment strategies to improve inclusivity in her classes and provide numerous opportunities for course engagement and success.Hunter LehmannHunter Lehmann is an Academic Professional at Georgia Institute of Technology, where he serves as Director of Undergraduate Advising. He did his PhD work at
{"title":"Building a student-centered assessment community: motivations, experiences, supports, and challenges","authors":"Justin Barhite, Benjamin Braun, Courtney George, Angela Hanson, Hunter Lehmann, Camille Schuetz, Chloe Urbanski Wawrzyniak","doi":"10.1080/10511970.2023.2265358","DOIUrl":"https://doi.org/10.1080/10511970.2023.2265358","url":null,"abstract":"Abstract:Over the past three years, a community of faculty and graduate teaching assistants has developed within the University of Kentucky Mathematics department centered around the use and development of student-centered assessment methods. In this article, we discuss the environmental factors that contributed to the growth of this community, our motivations for engaging in this work, and the surprisingly consistent successes we have experienced independent of gender or career stage. We conclude by sharing suggestions for experienced instructors interested in building communities around the theme of student-centered assessment methods.Keywords: AssessmentSpecifications GradingStandards-Based GradingDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. Additional informationNotes on contributorsJustin BarhiteJustin Barhite is a Visiting Teaching Assistant Professor at the University of Colorado Boulder; previously he was a mathematics graduate student at the University of Kentucky. His mathematical interests include algebraic topology and category theory. He is also interested in student-centered learning and growth-focused grading systems.Benjamin BraunBenjamin Braun is a Professor of Mathematics at the University of Kentucky, where he serves as Director of Graduate Studies. His mathematical interests include combinatorics, algebra, and geometry. His educational interests include using writing in mathematics courses, affective aspects of mathematical learning, and the intersection of mathematics teaching and learning with psychology, history, critical theory, and other disciplines.Courtney GeorgeCourtney George is a Visiting Assistant Professor at the University of California, Riverside. She received her PhD in Mathematics at the University of Kentucky. Her mathematical interests include algebraic and tropical geometry while her educational interests include growth-based grading metrics and incorporating technology in the classroom.Angela HansonAngela Hanson is an Assistant Teaching Professor at Villanova University. Her mathematical interests include tropical geometry and applying discrete math and graph theory to algebraic problems. Her educational interests include integrating personal and professional development goals with content goals, while implementing flexible assessment strategies to improve inclusivity in her classes and provide numerous opportunities for course engagement and success.Hunter LehmannHunter Lehmann is an Academic Professional at Georgia Institute of Technology, where he serves as Director of Undergraduate Advising. He did his PhD work at ","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134974295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/10511970.2023.2261175
Ethan Berkove, Ben Galluzzo
AbstractThis curated collection covers a selection of PRIMUS articles published over a roughly twelve-year period that focus on modeling and applications. The collection includes sections on individual projects, courses with a significant modeling component, and modeling and applications in extracurricular settings and throughout the curriculum.Keywords: curated collectionmodelingapplicationsprojectscalculusdifferential equationsmodeling coursesliberal artsmathematical biologyservice learningDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. AcknowledgmentsWe would like to thank the many authors who have submitted articles involving applications and modeling for publication in PRIMUS, and made possible this collection. The second author would also like to thank and remember Ben Fusaro, who passed away in July, 2022. He was one of the visionaries behind COMAP's ICM/MCM—or the “applied Putnam” as he originally described it—and was involved in the development of Mathworks Mega Math Challenge for high school students. Ben was a lifelong proponent of collaborative problem solving, often encouraging students and colleagues to explore socially meaningful problems. He was forward thinking, a gracious collaborator, and a generous friend.Additional informationNotes on contributorsEthan BerkoveEthan Berkove earned his PhD from the University of Wisconsin, Madison. His budding interest in applications and modeling was reinforced during his three year stint as a Davies Associate at the United States Military Academy at West Point. He arrived at Lafayette College in 1999, where he is now a Professor of Mathematics. He still enjoys incorporating applications into his classes, and teaches throughout the curriculum, including courses in modeling. In his free time, he enjoys reading and cycling around the Lehigh Valley.Ben GalluzzoBen Galluzzo is the Associate Director of Clarkson University's Institute for STEM Education as well as the Head of School for the University's early college program, The Clarkson School. In addition to his institutional roles, Ben regularly teaches math modeling and promotes mathematics as a tool for investigating and developing understanding of real world issues through a variety of funded projects that provide him the opportunity to develop curriculum, run professional development workshops, engage with professional learning communities and provide STEM outreach activities for students at all grade levels. His current research is focused on both the development of an online environment to support student learning of mathematical modeling and investigat
{"title":"Curated Collection: Modeling and Applications","authors":"Ethan Berkove, Ben Galluzzo","doi":"10.1080/10511970.2023.2261175","DOIUrl":"https://doi.org/10.1080/10511970.2023.2261175","url":null,"abstract":"AbstractThis curated collection covers a selection of PRIMUS articles published over a roughly twelve-year period that focus on modeling and applications. The collection includes sections on individual projects, courses with a significant modeling component, and modeling and applications in extracurricular settings and throughout the curriculum.Keywords: curated collectionmodelingapplicationsprojectscalculusdifferential equationsmodeling coursesliberal artsmathematical biologyservice learningDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. AcknowledgmentsWe would like to thank the many authors who have submitted articles involving applications and modeling for publication in PRIMUS, and made possible this collection. The second author would also like to thank and remember Ben Fusaro, who passed away in July, 2022. He was one of the visionaries behind COMAP's ICM/MCM—or the “applied Putnam” as he originally described it—and was involved in the development of Mathworks Mega Math Challenge for high school students. Ben was a lifelong proponent of collaborative problem solving, often encouraging students and colleagues to explore socially meaningful problems. He was forward thinking, a gracious collaborator, and a generous friend.Additional informationNotes on contributorsEthan BerkoveEthan Berkove earned his PhD from the University of Wisconsin, Madison. His budding interest in applications and modeling was reinforced during his three year stint as a Davies Associate at the United States Military Academy at West Point. He arrived at Lafayette College in 1999, where he is now a Professor of Mathematics. He still enjoys incorporating applications into his classes, and teaches throughout the curriculum, including courses in modeling. In his free time, he enjoys reading and cycling around the Lehigh Valley.Ben GalluzzoBen Galluzzo is the Associate Director of Clarkson University's Institute for STEM Education as well as the Head of School for the University's early college program, The Clarkson School. In addition to his institutional roles, Ben regularly teaches math modeling and promotes mathematics as a tool for investigating and developing understanding of real world issues through a variety of funded projects that provide him the opportunity to develop curriculum, run professional development workshops, engage with professional learning communities and provide STEM outreach activities for students at all grade levels. His current research is focused on both the development of an online environment to support student learning of mathematical modeling and investigat","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135770081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1080/10511970.2023.2257088
The entire editorial and publishing team for PRIMUS takes this moment here to thank all the many individuals who have served as referees in recent months. The peer-review process is critical to bringing high quality and relevant articles to PRIMUS readers, and this process depends on the time and commitment of the dedicated and knowledgeable experts in the field who volunteer their considerable time and efforts to referee for the journal. At this time, we publicly credit our referees to acknowledge and endorse their work and, even more importantly, to remind ourselves of how the journal is not possible without their outstanding efforts. Below is an alphabetical list of themany recent PRIMUS referees.We are deeply grateful to each and every one of them for their contributions to PRIMUS. Their broad expertise, insightful questions, thoughtful criticisms, and expository recommendations make the papers we publish unequivocally better.
{"title":"A Grateful Acknowledgment of <i>PRIMUS</i> Reviewers","authors":"","doi":"10.1080/10511970.2023.2257088","DOIUrl":"https://doi.org/10.1080/10511970.2023.2257088","url":null,"abstract":"The entire editorial and publishing team for PRIMUS takes this moment here to thank all the many individuals who have served as referees in recent months. The peer-review process is critical to bringing high quality and relevant articles to PRIMUS readers, and this process depends on the time and commitment of the dedicated and knowledgeable experts in the field who volunteer their considerable time and efforts to referee for the journal. At this time, we publicly credit our referees to acknowledge and endorse their work and, even more importantly, to remind ourselves of how the journal is not possible without their outstanding efforts. Below is an alphabetical list of themany recent PRIMUS referees.We are deeply grateful to each and every one of them for their contributions to PRIMUS. Their broad expertise, insightful questions, thoughtful criticisms, and expository recommendations make the papers we publish unequivocally better.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135108677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1080/10511970.2023.2190183
Darryl Chamberlain
ABSTRACT Mastery-based testing is an assessment scheme that encourages students to learn from their mistakes and develop an understanding of material before moving on. For an entry-level course with large enrollment like College Algebra, this could allow some students to move at an appropriate pace for themselves. This paper outlines the changes made to make College Algebra at the University of Florida an asynchronous mastery-based course for the 500+ students who take the course per year and concludes with a series of lessons learned from the endeavor.
{"title":"How One Instructor Can Teach a Large-Scale, Mastery-Based College Algebra Course Online","authors":"Darryl Chamberlain","doi":"10.1080/10511970.2023.2190183","DOIUrl":"https://doi.org/10.1080/10511970.2023.2190183","url":null,"abstract":"ABSTRACT Mastery-based testing is an assessment scheme that encourages students to learn from their mistakes and develop an understanding of material before moving on. For an entry-level course with large enrollment like College Algebra, this could allow some students to move at an appropriate pace for themselves. This paper outlines the changes made to make College Algebra at the University of Florida an asynchronous mastery-based course for the 500+ students who take the course per year and concludes with a series of lessons learned from the endeavor.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"12 1","pages":"867 - 888"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78791175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.1080/10511970.2023.2253962
Kirsten Doehler, Laura Taylor
{"title":"Empathy Through Data?: Student Exploration of Elements of Diversity through Projects in an Introductory Statistics Course","authors":"Kirsten Doehler, Laura Taylor","doi":"10.1080/10511970.2023.2253962","DOIUrl":"https://doi.org/10.1080/10511970.2023.2253962","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90334343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.1080/10511970.2023.2253980
Gary Olson, H. Johnson, Rebecca Robinson, Robert Knurek, Kristin A. Whitmore
{"title":"Anchoring Inverse and Injective Functions with Techtivities","authors":"Gary Olson, H. Johnson, Rebecca Robinson, Robert Knurek, Kristin A. Whitmore","doi":"10.1080/10511970.2023.2253980","DOIUrl":"https://doi.org/10.1080/10511970.2023.2253980","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86263310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-25DOI: 10.1080/10511970.2023.2250764
R. Epstein
{"title":"Revisiting Past Assignments: Do Precalculus Students Learn More From Revising or Discussing Their Work?","authors":"R. Epstein","doi":"10.1080/10511970.2023.2250764","DOIUrl":"https://doi.org/10.1080/10511970.2023.2250764","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76859347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.1080/10511970.2023.2250770
M. Hicks
{"title":"Encouraging Mathematical Explorations Through Reasoning by Analogy in Abstract Algebra","authors":"M. Hicks","doi":"10.1080/10511970.2023.2250770","DOIUrl":"https://doi.org/10.1080/10511970.2023.2250770","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87021900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.1080/10511970.2023.2251155
J. OShaughnessy
{"title":"Promoting women in mathematics through creating a learning community and encouraging double majors","authors":"J. OShaughnessy","doi":"10.1080/10511970.2023.2251155","DOIUrl":"https://doi.org/10.1080/10511970.2023.2251155","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75930564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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