Presenter: Jim Ham, Delta College
Summary: Several national reports and standards documents (NCTM’s Catalyzing Change, ASA’s GAISE, AMATYC’s Crossroads and IMPACT, MAA’s Common Vision) recommend a greater use of real data, mathematical modeling, and the appropriate use of technology in the mathematics classroom . Several real data sets and problems related to social justics and equity that illustrate statistics, probability, and other mathematical concepts will be shared.
Presenter: Darlene Kohrman PhD., Kalamazoo Valley Community College (Emeritus)
Summary: Definitions, central to the learning of mathematics, serve to create and bind the logical structure of mathematics but how do students understand definitions? This presentation shares the stories of four students’ conceptions of a mathematical definition and reveals the influences these conceptions hold on their reasoning. Through an engaging dialogue about the validity of the given mathematical definition, each student demonstrated how learning experiences and acquired knowledge influenced the miscues and implicit ideas they held that shaped their individual conceptions, understandings, and reactions to the definition. Mathematical examples and research supporting these students’ conceptions will be provided.
Presenter: Jeff Morford, Henry Ford College
Summary: Find out what work your colleagues have done over the past 3-5 years to steer students to appropriate math pathways and make both graduation and transfer easier on students. We will discuss the objectives of the three main pathways, statewide articulation in common majors, and upcoming work on co-requisite courses and accelerated pathways to replace or supplement current developmental structures. Learn how you can support the work.
Presenter: Shanna Simpson-Singleton, Henry Ford College
Summary: In past semesters, I have posted a minimal number of videos for projects in my Quantitative Literacy course. I noticed that students who utilized the videos expressed an appreciation because they were able to watch and re-watch the topic at their own pace at times that were convenient for their busy schedules. In the Winter 2019 Semester, as my MiTeam project, I chose to expand upon this video series by posting at least one video for each of the co-requisite pre-algebra topics that were introduced throughout the semester. In addition, I posted videos as needed for additional support in the college-level Quantitative literacy course. I hypothesize that these supplemental videos will provide busy but motivated students with an additional resource to improve student success in the course.
Presenter: David Tannor, Kellogg Community College
Summary: The International Conference of The Mathematics Education for the Future Project takes place every two years. This year it was at Maynooth University, Kildare, Ireland from August 4 to August 9. In this presentation I will share some lessons learned from the conference with a focus on the theme “Theory and Practice: An Interface or a Great Divide?”
Presenters: Alana Tuckey and Steve Tuckey, Jackson College
Summary: Finding ways to encourage and foster inquiry within mathematics is a tricky task. Finding inexpensive, user-friendly technology that can be adapted for examinations, when you might not want full internet access is at least as challenging. The free Desmos graphing utility can tackle both of these challenges, changing teaching and assessment of mathematics. In this presentation, specific, presenter-tested strategies for offline app use will be shared along with loads of inquiry starters from across the discipline. Attendees will need their own mobile devices to try the free application, but presenters will also provide examples of machines (inexpensive Chromebooks in “kiosk mode”) that serve as offline “Desmos Test Mode” devices.
Presenters: Andy Young and Chris Cockerel, Kalamazoo Valley Community College
Summary: After attending a Response to Intervention workshop, my approach to grading homework is vastly different now. I used to be the teacher that allowed only one try at a homework assignment. Now I allow students to fix the mix ups and it has allowed them to fail forward. They can turn in a homework assignment, get it back, and fix it up. This has many upsides for all: Students save face by earning more points with corrected responses; I can be as picky as I want while grading (scales, units, labels, etc); Student know what to expect when I grade formal assessments. This process develops genuine student-teacher dialogue about what went well and what needs to improve. Best of all, students are encouraged to try and empowered when given feedback.