ACUE Banner

Course number: Math 17: Exploration Conjecture and Proof | Learning Activities, Learning Objectives, Rubrics

Reflection on Instructional Change:

In my Math 17 classes last semester (Spring 2022), I decided to create a rubric for an activity called Pennies and Paperclips so that students know what to expect, and to help me grade the rather lengthy explanations. For this activity, the students are expected to explain how to find the winning strategy to the game of Pennies and Paperclips and explain why it works. . To create the rubric this semester, I realized that there would be more student buy-in if each class created their own rubric. This class is the first of three courses designed for students who are going to become elementary school teachers, so they need to learn to create and utilize rubrics. The act of creating the rubric in class resulted in a vigorous discussion about the importance of the different elements of the explanation, and I think it was a worthwhile exercise. As a culminating exercise, the students were asked to grade an explanation using the rubric. This activity really helped cement the rubric in their minds and helped them to create their own explanations

The creation of the rubric had the greatest impact on student learning because the students could take ownership of their learning and their grade. They told me that they really appreciated the rubric and they were able to write more comprehensive, cohesive arguments than my previous classes.

It was enlightening to observe my colleague, Dr. Topaz Wiscons. She wanted to increase positive feedback and improve her ability to lead the students to the right answer, rather than just giving the right answer. As a matter of fact, she was already masterful at gently leading the students to the right answer, without judgement or negativity. It was inspiring to watch.

I enjoyed the opportunity to view my class and my teaching through a colleague's eyes. Dr. Wiscons was able to observe a lively class session where all my students were engaged in group work. It was a difficult assignment where the students are required to think outside the box, I appreciated the feedback that Dr. Wiscons gave me about a particular point, and when it led to an aha moment in class the next class period.

**Evidence of Instructional Change**
A picture of the board with the results of the collaboration of the class to create a rubric	An example of a student's work, applying the rubric that the class created	Badge for Microcredential: Designing Student Centered Courses

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule

Syllabus Math 17 spr2020.pdf

Post FLC - Syllabus and Schedule

Math 17 Fall 22 sec 1 Syllabus.pdf

**Faculty Bio**
	I am originally from Colorado - I got my Bachelor's degree from Colorado College in Colorado Springs, and my Master's degree from the University of Colorado in Boulder. I chose to major in math not because I'm good at calculating (I'm not), but because I liked the creative thinking involved in writing proofs. I have taught at several universities: El Recinto Universitario de Mayaguez in Puerto Rico, Louisiana State University, The University of Texas in Brownsville, and finally, here at Sac State. I love teaching at Sac State - the students are awesome and the professors really care!

**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.