You Want Me to Do What? The Write-a-Test Assignment

Presenter: Anna Cox, Kellogg Community College

Summary:  In my calculus courses and sometimes in college algebra, students write a test, make an answer key, and learn how to learn. Many interesting comments have been made from students over the years with this assignment. I will share their reactions and how this assignment has changed student behaviors in my students. My assignment will be shared and hopefully you can brainstorm to make it even better! This is a great assignment that allows students to get valuable experience on the work involved in writing a truly great test.

Using an Affordable, User-Friendly, Textbook-Agnostic Homework System to Reach Every Student

Presenter: Sid Grover, Edfinity

Summary: We present a bouquet of diverse case studies showcasing educators who developed low-cost online homework using Edfinity, an open, WeBWorK- compatible homework system supports by the NSF (Award #1758301). Leveraging Edfinity’s community-contributed and peer-reviewed WeBWorK problem repository, educators assembled ‘textbook-agnostic’ homework mapped to both publisher and OER textbooks, thereby ‘unbundling’ expensive textbook/homework bundles offered by commercial publishers and pairing quality online homework with any publisher/OER textbook of choice. The case studies also demonstrate collaboration and reuse of assessments withing and across institutional boundaries using Edfinity’s centrally hosted architecture. These efforts have increased equitable access for students at these institutions.

Integrating Equity and Social Justice Topics in the College Mathematics Classroom

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.

Definitions and Student Conceptions – Mistakes, Obstacles, or Opportunities to Leverage Learning

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.

The Right Math at the Right Time

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.

MiTeam Cohort 2 – Enhancing the Co-requisite Model for Quantitative Reasoning with Video Lectures

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.