July 11, 2013, 8:00 am
It’s my pleasure to introduce a new series here at Casting Out Nines called 4+1 Interviews. In each of these interviews, I’ve picked out someone who I believe has something interesting to say about mathematics, education, or technology and given them four questions to ask. And at the end, the interviewee gets to pick his or her own question to answer, hence the +1. One of my favorite things about my job and about blogging and Tweeting is that I come into contact with a lot of really smart people very frequently, and I thought it would be nice to share these folks with you. I’m hoping to post about one of these every 2-4 weeks, and the lineup of upcoming interviews is very exciting.
Our first interview in this series is with Derek Bruff. Derek is the Director for Vanderbilt University’s Center for Teaching and the author of Teaching with Classroom Response Systems: Creating…
July 8, 2013, 3:17 pm
Here’s an interesting study (paywall) by a team of psychologists from the University of Wisconsin-Whitewater and the University of British Columbia that speaks to just how strong is the link between our personal identity and the way we perform on academic tests, especially mathematics tests. In the study, a group of 110 female and 72 male undergraduates were given a 30-question multiple choice math test. At the beginning of the test, all participants were told that men usually outperform women on math performance. (Never mind whether this is true for the moment.) Then, one group of participants completed the test using their own names on the test papers, while another group used one of four fake names – two of which were male names and the other two females.
The males who took the test did equally well regardless of whether they used an alias or not – even if they used a female …
June 25, 2013, 12:04 pm
I’m at the American Society for Engineering Education Annual Conference right now through Thursday, not presenting this time but keeping the plates spinning as Mathematics Division program chair. This morning’s technical session featured a very interesting talk from Kathy Harper of the Ohio State University. Kathy’s talk, “First Steps in Strengthening the Connections Between Mathematics and Engineering”, was representative of all the talks in this session, but hers focused on a particular set of interesting data: What engineering faculty perceive as the most important mathematics topics for their areas, and the level of competence at which they perceive students to be functioning in those topics.
In Kathy’s study, 77 engineering faculty at OSU responded to a survey that asked them to rate the importance of various mathematical topics on a 5-point scale, with 5 being the…
June 13, 2013, 8:00 am
Have you ever tried out a new instructional method or course design – like peer instruction or the inverted classroom – and had not just a few students become discontent but entire groups of students who band together to push back? Or even put together a Facebook group to protest? It’s not pretty. Following last week’s Teaching and Learning Institute, where I talked with several college profs about this and other potential pitfalls of the flipped classroom, I happened to catch this answer on Quora to the question, How does a company handle an anti-marketing campaign like Dump Dropbox? and it seemed to me there are a lot of potential applications of this problem to the problem of mass student pushback.
To begin, the answer’s author says:
1. In public, ignore it.
2. Quietly shore up your messaging on any points where they landed a good punch.
Don’t bring up the…
June 10, 2013, 3:28 pm
I’m returning to the blog after an hiatus brought on by two things: the six-week calculus class I am finishing up right now, and my participation in the Appalachian College Association’s Teaching and Learning Institute at Ferrum College in Virginia last week. The latter was a week-long engagement during which I gave an opening night after-dinner speech, a two-hour plenary talk, and three iterations of an inverted classroom workshop for participants. Between keeping up with the calculus class and prepping for and then attending the TLI, I’ve had no time for anything else. But coming off the TLI, I’ve got a fresh appreciation for the importance of blogging in my professional life. So, back into the habit.
I learned at the TLI that there are a lot of faculty who are interested in the inverted/flipped classroom. Interested — but not yet engaged in doing it, for a variety of…
May 15, 2013, 6:53 am
Sebastian Thrun of Udacity today announced that Udacity, Georgia Tech, and AT&T are teaming up to offer an online Master’s degree in Computer Science. Here is Thrun’s official announcement. The details are slim at this point but Thrun states that the course materials will be entirely free, that there will be a tuition charge if you want to have the actual credit-bearing Master’s degree certification, and non-credit certificates will be offered at “a much reduced price point”.
Without details, there’s not much to say at this point about all this, other than this is clearly a major advance in the reach of massively open online courses. Udacity was the first to partner with brick-and-mortar universities to offer academic credit for MOOCs, and just as others are beginning to follow suit, they have made the leap into graduate education.
What this means for traditional…
May 8, 2013, 8:00 am
I was really fortunate this past weekend to host Dana Ernst and T.J. Hitchman, two colleagues (from Northern Arizona University and University of Northern Iowa, respectively) at the Michigan MAA section meeting. They did a discussion panel on Teaching to Improve Student Learning that I organized, and we ended talking a lot about inquiry-based learning, which both of these guys practice. After Dana blogged about the session, he got this tweet:
Dana, Brandon, and I exchanged some tweets after that, and I think generally we’re on the same page, but here’s my reasoning about this question and, more generally, what does or does not fall under the heading of “flipped classroom”.
The main thing to keep in mind is the distinction between an instructional practice and a course design principle. This was the gist of my post a…
May 7, 2013, 7:33 pm
I lost a bet with my friend and colleague Dave Coffey (remember him?) over the NCAA mens’ basketball tournament, and as a result, I owed Dave a guest post on his blog DeltaScape. Risky move on his part, in my opinion, since his blog is a consistently excellent source of wisdom about math education and teacher training. I hope I didn’t mess it up too much — my guest post, entitled “Does this make sense?” is about so-called sense-making activities and what they mean for math instruction. It can be found here. Enjoy!
May 6, 2013, 8:00 am
Let’s go back to the research paper on screencasting that I first blogged about here. In that post, we saw that students on the study generally watched the screencasts, even without explicit rewards like grades, and the tended to do so strategically. But what about student learning? Did it help?
To answer that question, we have to go back to a previous paper by the authors [PDF]. (That one is in the queue this week to read and blog about.) In that paper, the authors did find a positive correlation between screencast use (which they tracked using stats for the class’ course management system) and overall performance. But – this correlation does not imply causation, and indeed when the data are sliced along various demographic lines, sometimes the students’ performance was better explained by GPA than by screencast use.
I haven’t gotten into that second paper yet, but what …
April 25, 2013, 2:39 pm
The semester just ended, and I’m now in full retrospect mode. This semester I was fortunate to have only one prep — two sections of Linear Algebra. Linear algebra, for me, is the cornerstone of a modern mathematics education precisely because its concepts and its mechanics lie at the heart of so much real-world stuff — from web search algorithms to scheduling problems to computer graphics and many other areas. And yet, in a typical one-semester course on linear algebra you only get to touch on a handful of applications, and those tend to be sort of domesticated. A few years ago, I decided I wanted students to explore more than just the stock examples in the textbook, and I wanted them to do so in an authentic way that reflects real-world mathematical practice.
About that time, Derek Bruff published this blog post about his use of Application Projects, and I gleefully…