Lessons Learned from the 15th International Conference of the Mathematics Education for the Future Project

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?”

Mathematical Exploration and Formal Assessment Using Desmos

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.

Grading Homework: A Response to Intervention

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.