DSCC | Math Intensive | Wiscons Topaz | Math 107A: Fundamental Mathematical Concepts 1 | Student-Centered • Alignment • Transparency

Math 107A: Fundamental Mathematical Concepts 1 | Student-Centered, Alignment, Transparency

 

Reflection on Instructional Change:

Explicit communication of expectations was a theme of this ACUE course.  An action that spoke to me was clearly outlining the types of assignments in my course, how they are executed for in- and out-of-class learning time, and their correspondence to the learning outcomes of the course.  When students don’t see the value of an assignment, they may view it simply as busy work, at best, or at worst they completely miss the mark on the learning goals of the assignment.

My course includes a variety of weekly assignments, which include online work, written assignments, group discussions, and reflections.  In addition, class time is split between mini lectures and student-led group work.  The variety of assignments and engagement expectations can be overwhelming for students.  However, providing students with an explanation of my goals for each assignment type and how they each meet different learning outcomes for the course has generated buy-in on the value of the assignments.  In addition, when students are clear on expectations, it lessens anxiety and demystifies the academic process. 

I observed Math 17, which was very fun.  The structure of Math 17 primarily utilizes group work to promote the exploration and discovery of mathematical concepts.  When facilitating, you only get snapshots of each group’s advancement through the material.  As an observer I was able to witness all the moving parts, both social and academic, that contributed to the progression of groups near me.  The experience confirmed that are many rich moments when students are doing the sense-making and the tasks inspire curiosity.

At times a student will express and idea or give an answer that is incorrect.  How we respond, particularly in front of other student, impacts the classroom culture and community.  To foster inclusive classrooms where mistakes are valued, we must be thoughtful in our response as these moments are high stakes.  I aspire to take an asset approach by identifying the student’s correct reasoning and launch from there.  While I was being observed, such a moment occurred.  I was pleased that observer confirmed that my response was in line with these goals.  There is a tension between being clear that the response was not correct, while also uncovering valuable ideas in their reasoning in a way that is authentic.  I hope to keep developing my skill responding to such situations.

 

 

Evidence of Instructional Change

Diagram for weekly assignments.  We discuss the goals of each type of assignment and how they correspond to the learning outcomes for the course	Student groups working together to explore and make sense of a base 5 number system	Microcredentials earned from ACUE: Designing Student Centered Courses  Learning outcomes Aligning assessment Aligning assignments Fair and transparent grading Rubrics and checklists Effective syllabus

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule

math107aOLD-2-2.pdf Download math107aOLD-2-2.pdf 

Post FLC - Syllabus and Schedule

M107ANew-3-2.pdf Download M107ANew-3-2.pdf 

 

Faculty Bio

Topaz Wiscons is an Assistant Professor in the department of Mathematics and Statistics.  Her research interests are in Math Education and Universal Algebra.  She enjoys discussing teaching with colleagues and trying new things in her classroom.  Since she started to teach using active learning or Inquiry Based Learning techniques, she’s been hooked!  She aspires to use active learning in every class meeting (to varying degrees).  Over the last two years she has incorporated different formats of Mastery Based Grading and Standards Based Grading into her course design.  She would love to chat with anyone who is also using these grading methods in their courses.

 

Program Sponsors

	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.