Pub Date : 2023-07-11DOI: 10.1080/10511970.2023.2235688
Matt Coles, Costanza Piccolo
{"title":"A term-long course on post-secondary mathematics teaching for graduate students: The start of their teaching journey","authors":"Matt Coles, Costanza Piccolo","doi":"10.1080/10511970.2023.2235688","DOIUrl":"https://doi.org/10.1080/10511970.2023.2235688","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74088057","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 : 2023-07-11DOI: 10.1080/10511970.2023.2235689
Amanda J. Mangum, Jessica Sorrells
We present a system for math placement and intervention that pairs ALEKS PPL with an online, standards-based “bridge” course designed to prepare students interested in STEM for PreCalculus. To determine the efficacy of this system we studied ALEKS PPL placement scores, bridge course grades, ALEKS concept mastery percentages, and PreCalculus grades for a population of 175 students over a span of two years. The study was conducted at a small (∼800 undergraduates), private university with limited resources for placement processes and remedial course offerings. We find that around 95% of students placed into the bridge course passed the course and also significantly increased in mastery of ALEKS topics, with mean increases in all concept groups. We also find students who enroll in the bridge course receive similar PreCalculus grades compared to those who placed directly into PreCalculus.
{"title":"Utilizing ALEKS and Standards Grading for Mathematics Placement and a Bridge Course for STEM Students","authors":"Amanda J. Mangum, Jessica Sorrells","doi":"10.1080/10511970.2023.2235689","DOIUrl":"https://doi.org/10.1080/10511970.2023.2235689","url":null,"abstract":"We present a system for math placement and intervention that pairs ALEKS PPL with an online, standards-based “bridge” course designed to prepare students interested in STEM for PreCalculus. To determine the efficacy of this system we studied ALEKS PPL placement scores, bridge course grades, ALEKS concept mastery percentages, and PreCalculus grades for a population of 175 students over a span of two years. The study was conducted at a small (∼800 undergraduates), private university with limited resources for placement processes and remedial course offerings. We find that around 95% of students placed into the bridge course passed the course and also significantly increased in mastery of ALEKS topics, with mean increases in all concept groups. We also find students who enroll in the bridge course receive similar PreCalculus grades compared to those who placed directly into PreCalculus.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"46 1","pages":"1106 - 1120"},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80448628","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 : 2023-06-28DOI: 10.1080/10511970.2023.2222302
Zackery Reed, M. Tallman, M. Oehrtman
We offer an analysis of calculus assessment items that highlights ways to evaluate students’ application of important meanings and support their engagement in generative ways of reasoning. Our central aim is to identify characteristics of items that require students to apply their understanding of key ideas. We coordinate this analysis of assessment items with a discussion of relevant findings from research on the teaching and learning of calculus, emphasizing the importance of promoting students’ engagement in quantitative and covariational reasoning. We conclude with a broader commentary on the importance of instructors attending to students’ meanings in their teaching, and offer suggestions for flexibly introducing these items as part of formative assessments throughout the life of a calculus course.
{"title":"Assessing Productive Meanings in Calculus","authors":"Zackery Reed, M. Tallman, M. Oehrtman","doi":"10.1080/10511970.2023.2222302","DOIUrl":"https://doi.org/10.1080/10511970.2023.2222302","url":null,"abstract":"We offer an analysis of calculus assessment items that highlights ways to evaluate students’ application of important meanings and support their engagement in generative ways of reasoning. Our central aim is to identify characteristics of items that require students to apply their understanding of key ideas. We coordinate this analysis of assessment items with a discussion of relevant findings from research on the teaching and learning of calculus, emphasizing the importance of promoting students’ engagement in quantitative and covariational reasoning. We conclude with a broader commentary on the importance of instructors attending to students’ meanings in their teaching, and offer suggestions for flexibly introducing these items as part of formative assessments throughout the life of a calculus course.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"18 1","pages":"939 - 964"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82951132","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 : 2023-06-28DOI: 10.1080/10511970.2023.2222274
David P. Bunde, J. Dooley
{"title":"Cryptology as a Way to Teach Advanced Discrete Mathematics","authors":"David P. Bunde, J. Dooley","doi":"10.1080/10511970.2023.2222274","DOIUrl":"https://doi.org/10.1080/10511970.2023.2222274","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72877156","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 : 2023-06-26DOI: 10.1080/10511970.2023.2229811
Matthew A. Morena, Michael D. Smith
The Euclidean Discus Toss is an active and tactile learning activity that models the extended Euclidean algorithm with a frisbee relay. The extended Euclidean algorithm involves both iterative and recursive programming and is regularly taught throughout the mathematics and computer science curricula. The Euclidean Discus Toss invites students to toss and catch frisbees in a collaborative and hands-on effort designed to sharpen modular arithmetic skills, enhance familiarity with iterative and recursive algorithms, and strengthen classroom community. The activity is fun, low-stakes, and can be customized to meet a variety of pedagogical objectives.
{"title":"The Euclidean Discus Toss","authors":"Matthew A. Morena, Michael D. Smith","doi":"10.1080/10511970.2023.2229811","DOIUrl":"https://doi.org/10.1080/10511970.2023.2229811","url":null,"abstract":"The Euclidean Discus Toss is an active and tactile learning activity that models the extended Euclidean algorithm with a frisbee relay. The extended Euclidean algorithm involves both iterative and recursive programming and is regularly taught throughout the mathematics and computer science curricula. The Euclidean Discus Toss invites students to toss and catch frisbees in a collaborative and hands-on effort designed to sharpen modular arithmetic skills, enhance familiarity with iterative and recursive algorithms, and strengthen classroom community. The activity is fun, low-stakes, and can be customized to meet a variety of pedagogical objectives.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"256 1","pages":"1071 - 1090"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76180620","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 : 2023-06-22DOI: 10.1080/10511970.2023.2229314
Nicholas Fortune, William Hall, Ralph Chikhany, K. Keene
In this work, we discuss the development of descriptive actions that facilitators take in semester-long online professional development geared at supporting instructional change at the undergraduate level. Current work in undergraduate mathematics education includes various large-scale projects aimed to support individuals or departments in reforming their instruction to align with recommendations from professional organizations and existing mathematics education research standards. One research area that has recently grown is the use of online synchronous environments to form collaborations to support the inclusion of student-centered instruction in mathematics. This paper discusses the actions that facilitators take in these collaborative environments and highlights how these actions supported the overall goal of the semester-long online faculty development.
{"title":"A Framework for Facilitator Actions in Professional Development That Support Mathematicians’ Instructional Change","authors":"Nicholas Fortune, William Hall, Ralph Chikhany, K. Keene","doi":"10.1080/10511970.2023.2229314","DOIUrl":"https://doi.org/10.1080/10511970.2023.2229314","url":null,"abstract":"In this work, we discuss the development of descriptive actions that facilitators take in semester-long online professional development geared at supporting instructional change at the undergraduate level. Current work in undergraduate mathematics education includes various large-scale projects aimed to support individuals or departments in reforming their instruction to align with recommendations from professional organizations and existing mathematics education research standards. One research area that has recently grown is the use of online synchronous environments to form collaborations to support the inclusion of student-centered instruction in mathematics. This paper discusses the actions that facilitators take in these collaborative environments and highlights how these actions supported the overall goal of the semester-long online faculty development.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"33 1","pages":"1055 - 1069"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88859638","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 : 2023-06-12DOI: 10.1080/10511970.2023.2222278
Josh Brummer, Sean P. Yee, Nathan Wakefield
{"title":"Collaborating on Inquiry-Based Mathematics Education Curricula with Graduate Student Instructors to Establish an Equitable and Sustainable Community of Practice","authors":"Josh Brummer, Sean P. Yee, Nathan Wakefield","doi":"10.1080/10511970.2023.2222278","DOIUrl":"https://doi.org/10.1080/10511970.2023.2222278","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87355061","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 : 2023-05-18DOI: 10.1080/10511970.2023.2214909
RaKissa Manzanares, Jessica Webb, Leigh Harrell-Williams, Gary A. Olson, S. Houston, Melinda Lanius, Kelsey Funkhouser, David M. Shannon, Josias O. Gomez, Michael Jacobson, Lora Merchant
A comprehensive graduate teaching assistant (GTA) training program in mathematical sciences designed at one institution is being adapted and replicated at two peer institutions. Using a case study approach, this paper outlines the development of the program components, which include a first-year teaching seminar, peer mentoring and support from a peer TA Coach, a Critical Issues in STEM Education seminar, and K–12 outreach to inform understanding of the pipeline. Additionally, adaptations due to institutional context and the impact of the Covid-19 pandemic are described. Implications for components of the comprehensive program, based on GTA-provided feedback, are discussed. [ FROM AUTHOR] Copyright of Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
在一所院校设计的数学科学综合研究生助教(GTA)培训方案正在两所对等院校进行调整和复制。本文采用案例研究的方法，概述了项目组成部分的发展，其中包括第一年的教学研讨会，同行助教教练的同伴指导和支持，STEM教育中的关键问题研讨会，以及K-12外展，以告知对管道的理解。此外，还描述了由于制度背景和Covid-19大流行的影响而进行的适应。讨论了基于gta提供的反馈对综合方案组成部分的影响。Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies版权归Taylor & Francis Ltd所有，未经版权所有者明确书面许可，不得将其内容复制或通过电子邮件发送到多个网站或发布到listserv。但是，用户可以打印、下载或通过电子邮件发送文章供个人使用。这可以删节。对副本的准确性不作任何保证。用户应参阅原始出版版本的材料的完整。(版权适用于所有人。)
{"title":"A Case Study of a Multi-Institution Replication of a Comprehensive GTA Teacher Training Program","authors":"RaKissa Manzanares, Jessica Webb, Leigh Harrell-Williams, Gary A. Olson, S. Houston, Melinda Lanius, Kelsey Funkhouser, David M. Shannon, Josias O. Gomez, Michael Jacobson, Lora Merchant","doi":"10.1080/10511970.2023.2214909","DOIUrl":"https://doi.org/10.1080/10511970.2023.2214909","url":null,"abstract":"A comprehensive graduate teaching assistant (GTA) training program in mathematical sciences designed at one institution is being adapted and replicated at two peer institutions. Using a case study approach, this paper outlines the development of the program components, which include a first-year teaching seminar, peer mentoring and support from a peer TA Coach, a Critical Issues in STEM Education seminar, and K–12 outreach to inform understanding of the pipeline. Additionally, adaptations due to institutional context and the impact of the Covid-19 pandemic are described. Implications for components of the comprehensive program, based on GTA-provided feedback, are discussed. [ FROM AUTHOR] Copyright of Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84927914","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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