AMATYC Project SLOPE Research Fellows Program - Application is Open!

The AMATYC Project SLOPE Research Fellows Program application is now open!

Visit the Project SLOPE website to apply.

The application period is

October 1 – November 30, 2018.

The AMATYC Project SLOPE Research Fellows Program is an NSF-funded initiative within the American Mathematical Association of Two-Year Colleges (AMATYC) to encourage mathematics faculty members at associate degree granting institutions to engage in the Scholarship of Teaching and Learning (SoTL). SoTL is scholarly inquiry by faculty into questions about their teaching and their students’ learning that is subjected to review and made public for others to build upon.

AMATYC Project SLOPE Fellows will engage in a faculty learning community as they progress through all aspects of a SoTL project. Fellows will attend a summer workshop on SoTL at Portland State University in Portland, OR (June 13 - 15,2019), and two consecutive AMATYC national conferences (November 14 – 17, 2019 in Milwaukee, WI and November 12 – 15, 2020 in Spokane, WA).

AMATYC Project SLOPE will provide Fellows travel funds for the 2019 summer workshop and 2019 AMATYC Conference and a $1000 stipend paid across three installments across the program. It is estimated that the total institutional commitment will be $1800 in 2020 for conference registration and travel funds for the 2020 AMATYC Conference.

Six Research Fellows and two Research Mentors will participate in the AMATYC Project SLOPE Research Associate Program. The application period for the AMATYC Project SLOPE Research Fellows Program is October 1 – November 30, 2018. Applicants will be notified of acceptance in February 2019.

Contact: Questions and inquiries about the AMATYC Project SLOPE Research Fellows Program can be directed to Megan Breit-Goodwin at Megan.Breit-Goodwin@anokaramsey.edu.

In the Spotlight: Lee Singleton

Lee Singleton

Mathematics Education Researcher

Whatcom Community College Mathematics Faculty Member

RMETYC is excited to present this spotlight on Lee Singleton and his Scholarship of Teaching and Learning inquiry into the impacts of integrating student activities with 3D manipulative objects in precalculus courses.

Please read the spotlight of Singleton in the MathAMATYC Educator Vol. 9(3), June, 2018 issue.

Student success is an important space for reflection and inquiry for mathematics educators. Disappointing success rates within courses marking important transitions in postsecondary mathematics, including the transition from developmental math to college level math, and the transition from algebra to calculus, can be poignant for math faculty at two-year colleges.  Low success rates are in opposition to the heart of the work we do as teachers, and the goals and missions of our colleges. The balance between ensuring our courses prepare students to succeed in future math courses, academic programs, and careers while providing access to these opportunities makes disappointing student success rates particularly acute when we know the individual students who are impacted.

Lee Singleton looked at disappointing success rates within his Precalculus 2 course as a problem of teaching and learning. The problem was frustrating to Singleton because students who took the course were often enrolled in programs that require strong understandings of the trigonometry concepts that are central to the content of the course.  Many of these academic programs are STEM intensive and precalculus course itself was rarely the last math course that students would take. The problem led Singleton to ask questions about the relationships among the teaching and learning practices he brought to the class and how the practices impact student success. These questions motivated his current Scholarship of Teaching and Learning study.

The Scholarship of Teaching and Learning (SoTL) is faculty driven scholarly inquiry into the relationships within teaching and learning. SoTL inquiry is anchored in disciplinary knowledge, and grows out of reflection of problems of teaching and learning. It is systematic, evidence based, and made public to advance what is known about teaching and learning and for others to build on.

Singleton described his instructional practices prior to his SoTL study as interactive lecture (Burn & Mesa, 2017) with the use of web-resources including graphing technology at times. Additionally, Singleton was capitalizing on Whatcom CC’s 3D printer by creating 3D models of contexts and structures and incorporating them into his lecture to use as demonstrations illustrating trigonometric concepts and properties. These practices led Singleton to wonder if there were different ways to engage students in the material, beyond lecture, demonstration, and problem practice.

Singleton came across an idea while reading the book Brain Rules (Medina, 2008) that sparked new ideas for his teaching as well as questions about student learning. The importance of different learning styles and access to learning through different experiences, including tactile and sensory experiences nudged him to question if incorporating activities in which students actually use and manipulate 3D printed objects to explore trigonometric properties would bring about measureable differences in student learning. What would happen if he created space for students to actually explore some concepts using three dimensional models? Would student success increase?

Singleton applied for and was awarded an NSF EAGER Grant (DRL #1623405) to support a SoTL study investigating the experiences and outcomes of student learning experiences with 3D learning models in precalculus. The grant supports Singleton in the creation of 3D models, the designing of learning experiences in which students explore concepts using the models, the research into the impacts of the new teaching and learning approach on student success, and the propagation of the outcomes and efforts of his study.

Singleton is currently in the second year of his SoTL project. He has seen increase in student success in his precalculus courses in which the 3D models are used in structured active learning sessions in comparison to control classes in which his traditional methods of teaching are implemented.

It is exciting to see the outcomes of such closely personal research conducted by Singleton. The impacts on himself and his class were immediate, and his work has opened up new opportunities for him to engage with faculty across the STEM disciplines at Whatcom CC exploring ways that 3D printing and student exploration with 3D models can be successfully incorporated across the disciplines. Singleton has presented the outcomes of his research through professional conferences at the state and local level. He has shared his exploratory methods and his research outcomes within his institution, AMATYC, and with wider audiences through YouTube videos. The cycle of teaching driving inquiry and inquiry driving teaching resonate through Singleton’s work.

Lee Singleton is an Associate Professor of Mathematics at Whatcom CC. In addition to teaching across the mathematics curriculum at Whatcom CC, Singleton has served as the mathematics department chair, and was the Achieving the Dream mathematics intervention leader for his college. Singleton received his PhD in Biomedical Mathematics from Florida State University and was a member of AMATYC Project ACCCESS, Cohort 5.

Listen to a conversation with Lee Singleton on his research here. This will link to an audio file hosted on Google Drive.

Works Cited:

Burn, H.E., & Mesa, V. (2017). Not your grandma’s lecture: Interactive lecture in calculus I in the CSPCC two-year cases. MathAMATYC Educator, 8(3), 22-26, 54.

Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.

To learn more about Singleton and his research, please visit:

Singleton, L. (2018, May). Grasp the Math. Retrieved from http://graspthemath.wordpress.com

Singleton, L. (2017, November). Grasp the Math: Using 3D-Printing and Active Learning in Trigonometry, 2017 San Diego Conference Proceedings, 43^rd AMATYC Annual Conference. Retrieved from http://www.amatyc.org/page/2017ConfProc

Singleton, L. (2017, May 26). Engaging Math Students with 3D-Printing [Video File]. Retrieved from https://youtu.be/UK5FxETSq9A

2017 AMATYC Research Session at the 43rd Annual Conference in San Diego

The Research Session will be held on Thursday, November 9 from 7 - 9:50 PM. The session begins with a keynote talk by Dr. Chris Rassmussen of San Diego State University, discussing a case study of departmental change. Following the keynote, there will be nine early research reports in which papers focused on mathematics in the first two years of college are presented and discussed.

Please join RMETYC at this year's research session. We look forward to seeing you in San Diego!

Research Session at the 43rd AMATYC Conference 

7:00 PM - 9:50 PM

Thursday, November 9, 2017

Keynote Presentation
Room Nautilus 5	Presentation Title	Presenter
Session R1 7:00 pm - 7:50 pm	A Case Study of Departmental Change Summary: This talk will be discussing a case study of the successes and lessons learned by faculty and administrators engaged in a substantial effort to improve the teaching and learning of the Precalculus to Calculus 2 courses.	Chris Rasmussen San Diego State University, CA
Break Out Paper Presentations
Room Nautilus 5	Presentation Title	Presenter
Session R2 8:00 pm -               8:30 pm	Best Practices to Transition Learners from One Level to Another Paper: Nagle, C., Styers, J.L., & Yuen, C.L. (2017, November). Striving for the best practices to transition learners from one academic level to another: A focus group study between high school and post-secondary mathematics teachers. Paper presented at the 43rd AMATYC Annual Conference: Research Session, San Diego. Summary: This NSF focus group study explores transitioning mathematics students from high school to post-secondary levels. Partnerships between high school and college instructors explored a series of research questions. Preliminary findings will be discussed that will be useful in improving the first year mathematics experience.	Courtney Nagle Penn State Behrend, Erie, PA Jodie L. Styers Penn State Behrend, Erie, PA Chris L. Yuen SUNY University at Buffalo, Buffalo, NY
Session R5 8:40 pm -               9:10 pm	Transitioning Learners to Calculus in Community Colleges Paper: Burn, H., Mesa, V., Wood, J.L., & Zamani-Gallaher, E. (2017, November). Transitioning learners to calculus in community colleges: Preliminary findings from a census survey of mathematics department chairs. Paper presented at the 43rd AMATYC Annual Conference: Research Session, San Diego. Summary: This session presents findings from a survey of mathematics department chairs at public two-year colleges that identified programs, structures, and instructional strategies implemented in the Developmental to Precalculus to Calculus II (DPC2) course sequence. Data derives from the Transitioning Learners to Calculus in Community Colleges (TLC3) project (NSF IUSE #1625918).	Helen Burn Highline College, Des Moines, WA Vilma Mesa University of Michigan, Ann Arbor, MI J. Luke Wood San Diego State University, CA Eboni Zamani-Gallaher University of Illinois at Urbana-Champaign, Champaign, Illinois
Session R8 9:20 pm - 9:50 pm	Reconceptualizing professional learning: Lessons from design research Summary: This presentation offers preliminary results of a design research study on a Faculty Inquiry Group composed of two-year college faculty who teach developmental mathematics. The research has two phases: a design and evaluation phase; and a retrospective analysis of the learning that occurred as faculty members interacted with designed activities.	Ann Sitomer Portland State University, OR Leslie Glen Simon Fraser University, Burnaby, B.C., Canada
Room Nautilus 4	Presentation Title	Presenters
Session R3 8:00 pm -               8:30 pm	Experiences of Latino Students in a CC Developmental Mathematics Class Paper: Cawley, A. (2017, November). The mathematical identities and experiences of Latinx students in a community college developmental mathematics class. Paper presented at the 43rd AMATYC Annual Conference: Research Session, San Diego. Summary:  Although Latinx students are more likely to enroll in community colleges than their White peers, they have lower success rates in mathematics and degree attainment. Little research looks within the mathematics classroom to understand Latinx student experience. This study investigates the experiences of Latinx students in a developmental mathematics course.	Anne Cawley University of Michigan, Ann Arbor, MI
Session R6 8:40 pm -               9:10 pm	“Can’t vs Aren’t”: The Benefits of Learning How to Learn Math Paper: Maier, J.A., & Atkinson, J. (2017, November). “Can’t vs aren’t” The benefits of learning how to learn math. Paper presented at the 43rd AMATYC Annual Conference: Research Session, San Diego. Summary:  In an effort to increase student success rates and decrease the number of students repeating developmental math courses a math study skills course was instituted. The initial run of the class was Spring 2017 and again in Fall 2017 as a late start one credit course.	Julie A. Maier University of Alaska, Fairbanks, AL Judy Atkinson University of Alaska, Fairbanks, AL
Session R9 9:20 pm - 9:50 pm	Community college faculty and the doctoral quest. Finding a way to PhinisheD. Summary: The dissertation quest is a very different experience for community college faculty. How does one find a way to Phinished while juggling 15-hour course loads, multiple committee assignments, institutional service, and life responsibilities? The presenters, full-time community college faculty members who have successfully completed their quests, share practical advice.	Jennifer Travis Lone Star College, Houston, TX John Smith Pellissippi State Community College, Knoxville, TN
Room Nautilus 3	Presentation Title	Presenters
Session R4 8:00 pm -               8:30 pm	Concepts Fundamental to Elementary Algebra in the College Context Paper: Wladis, C., Offenholley, K., Licwinko, S., Dawes, D., & Lee, J.K. (2017, November). Which concepts are fundamental to elementary algebra in the college context? An instructor perspective. Paper presented at the 43rd AMATYC Annual Conference: Research Session, San Diego. Summary: The overarching goal of this study is to develop a conceptual framework outlining the concepts necessary for college students to be able to successfully complete fundamental tasks of elementary algebra.  The framework presented here is the result of an action research project conducted by five elementary algebra instructors.	Claire Wladis Borough of Manhattan CC, NY Kathleen Offenholley Borough of Manhattan CC, NY Susan Licwinko Borough of Manhattan CC, NY Dale Dawes Borough of Manhattan CC, NY Jae Ki Lee Borough of Manhattan CC, NY
Session R7 8:40 pm -               9:10 pm	Pre-Service Teachers’ Content Knowledge and Accompanying Errors Paper: Long, M., & Werner, J. (2017, November). An analysis of early childhood and elementary pre-service teachers content knowledge and accompanying errors. Paper presented at the 43rd AMATYC Annual Conference: Research Session, San Diego. Summary: What is the level of mathematics content knowledge of pre-service elementary teachers in community college mathematics for teachers’ courses?  Pre-service teachers were assessed using released items from grade 3-8 Common Core assessments. Results were analyzed by grade level, content strand, and participant errors. The study’s preliminary results will be shared.	Mike Long Howard Community College, Columbia, MD Judy Werner Slippery Rock University, Slippery Rock, PA
Session R10 9:20 pm - 9:50 pm	Implementation and Impact of a Web-Based Activity and Testing System Paper: Hauk, S., & Matlen, B. (2017, November). Examination of implementation and impact of a web-based activity and testing system in community college algebra. Paper presented at the 43rd AMATYC Annual Conference: Research Session, San Diego. Summary: Report on a rigorous study about elementary algebra learning when using a web-based activity and testing system (WATS). What works? For whom? Under what conditions? Results include statistically significant positive impact of WATS use and exploration of instructor and student factors that appear to be consequential for impact.	Shandy Hauk WestEd, University of Northern Colorado, Greeley, CO Bryan Matlen WestEd, Redwood City, CA

In the Spotlight: Helen Burn

Helen Burn 
Mathematics Education Researcher
Highline College Mathematics Faculty Member 

RMETYC is pleased to present this spotlight on the research and work of Helen Burn.
Please read the spotlight on Burn in the
September 2017 issue of MathAMATYC Educator.

The first two years of college mathematics include critical transition courses for students that have profound impacts on student progression through academic programs. College algebra and calculus build the mathematical foundation supporting further study in STEM courses and programs. Developmental mathematics, which is predominantly taught within two-year colleges, serves an important role in preparing underprepared students for college level study in both STEM and non-STEM pathways and programs. These courses are simultaneously important gateway courses leading to advance study and career opportunities, and known exit points from postsecondary education for many students. Underserved populations in STEM are disproportionately represented in these departures. Helen Burn’s research is centered on inquiry around these critical transitions and the interplay of curriculum, teaching and learning within.

Burn is currently a co-principal investigator on the NSF-funded grant, Transitioning Learners to Calculus in Community Colleges (NSF DUE I-USE #1625918). 

  

Helen Burn is an instructor in the Department of Mathematics and director of the Curriculum Research Group at Highline College, in Des Moines, Washington. Burn has served as both chair of the Pure and Applied Sciences Division and the mathematics department coordinator at Highline College and received the 2014 Washington State Two-Year College Mathematics Education Reform Award for her decade-long work in reforming pre-college mathematics within her department and state. 

Burn holds a BS from The Evergreen State College, an MS in mathematics from Western Washington University, and a PhD in higher education from the University of Michigan Center for the Study of Higher and Post-Secondary Education.

Listen to a conversation with Helen Burn on her research here*.* This will link to an audio file hosted on Google Drive. 

Recommended Reading 

Burn, H. E., & Mesa, V. (2017). Not your grandma’s lecture: Interactive lecture in calculus I in the CSPCC two-year cases. MathAMATYC Educator, 8(3), 22–26, 54.

Mesa, V., Burn, H. E., & White, N. (2015). Good teaching of calculus I. In D. Bressoud, V. Mesa, & C. Rasmussen (Eds.), Insights and recommendations from the MAA national study of college calculus (pp. 83–91). Washington, DC: MAA Press.

Burn, H.E. (2012). Factors that shape curricular reasoning about college algebra reform. MathAMATYC Educator, 4(1), 22 - 28.

In the Spotlight is a feature of the MathAMATYC Educator that focuses on research that is being done in mathematics education on the first two years of college mathematics. 

RMETYC Events at the 2017 AMATYC Conference in San Diego

Research in Mathematics Education for Two-Year Colleges (RMETYC)
Events at the 43rd AMATYC Conference in San Diego, CA
November 9 – 12, 2017

Hello RMETYC!

We look forward to seeing you in San Diego!

The Research Committee is hosting three events at the 2017 AMATYC Conference. Please join us for our Committee Meeting, a Symposium on the Scholarship of Teaching and Learning in College Mathematics with keynote from Dr. Jacqueline Dewar and two workshops designed to get you thinking about engaging in classroom research, and the Research Session with keynote from Dr. Chris Rasmussen and conversations on early reports of current research projects within 2-year colleges.

We encourage you to support research in two-year colleges by attending research related sessions, poster presentations, and workshops as part of your conference experience.

Have a wonderful AMATYC Conference!

Sincerely, Megan Breit-Goodwin

RMETYC Committee Meeting
Friday 4:00 – 5:30 PM

Symposium: The Scholarship of Teaching and Learning (SoTL) in College Mathematics

Session	Title	Presenter(s)	Time
Y1 Keynote	Exploring Teaching and Learning in College Mathematics	Jacqueline Dewar	Friday 10:15 -11:05 AM
Y2 Workshop	Embarking on Inquiry in your Classroom	Ann Sitomer, Jacqueline Dewar	Friday 11:25 AM – 1:25 PM
Y3 Workshop	Moving from Reflective Teaching to Classroom Inquiry	Megan Breit-Goodwin, John T. Smith	Saturday 10:45 AM -12:45 PM

Research Session
Thursday 7:00 PM – 9:50 PM

Session	Title	Presenter(s)	Time
R1 Keynote	A Case study of Departmental Change	Chris Rasmussen	7:00 – 7:50 PM
R2	Best Practices to Transition Learners from One Level to Another	Courtney Nagle, Jodie L. Styers, Chris L. Yuen	8:00 – 9:50 PM 30 Minute Research Reports with 5 Minute Breaks Between
R3	Experiences of Latino Students in a CC Developmental Mathematics Class	Ann Cawley
R4	Concepts Fundamental to Elementary Algebra in the College Context	Claire Wladis, Kathleen Offenholley, Susan Licwinko, Dale Dawes, Jae Ki Lee
R5	Transitioning Learners to Calculus in Community Colleges	Helen Burn, Vilma Mesa, J. Luke Wood, Eboni Zamani-Gallaher
R6	“Can’t vs Aren’t”: The Benefits of Learning how to Learn Math	Julie A. Maier, Judy Atkinson
R7	Pre-Service Teachers’ Content Knowledge and Accompanying Errors	Mike Long, Judy Werner
R8	Reconceptualizing Professional Learning: Lessons from Design Research	Ann Sitomer, Leslie Glen
R9	Cc Faculty and the Doctoral Quest: Finding a Way to Be PHinisheD	Jennifer Travis, John T. Smith
R10	Implementation and Impact of a Web-Based Activity and Testing System	Shandy Hauk, Bryan Matlen

Sessions, Poster Presentations, and Workshops
The following sessions have been tagged as “Research” sessions meaning they include results or work based on research.

Thursday
Session		Title		Presenter(s)		Time
S002		Using Web-Based Interactive Songs to Help		John Weber		8:00 – 8:50 AM
S006		Self-Guided Placement: A Retrospective Study of Algebra Students		Debbie Panasuk, Kim Puhala		8:00 – 8:50 AM
S008		Faculty Collectively Learning to Increase Homework Completion Rates		Milena Cuellar, Steve Cosares, Haley McNamara		9:10 – 10:00 AM
S010		Designing Online Developmental Mathematics for Student Success		Amy Barnsley, Kay Penkava		9:10 – 10:00 AM
S023		Making connections Through Interactive Learning		Barbara Johnson, Judy Beecher		10:20 – 11:10 AM
S026		Removing Barriers to Success in Front-Door Math Courses		Maryke Lee, Deborah Howard, Miray Seward, Christ Hulleman		10:20 – 11:10 AM
S050		AMATYC Grants Series: NSF Grants and You		Ron Buckmire, Elizabeth Teles, Keith Sverdrup, Stephanie August		11:30 AM – 12:20 PM
S054		Grasp the Math: Using 3D-Printing and Active Learning in Trigonometry		Lee Singleton		1:50 – 2:40 PM
S059		Research-Informed Instructional Practices: The Non-Negotiable Core		Matt Larson		1:50 – 2:40 PM
S061		How to Prime Your distance Learning Students for Success		Jackie Johnston, Doug Richey		1:50 – 2:40 PM
Friday
Sessions	Title		Presenter(s)		Time
S071	What motivates Students? When Asked, They Answered		Deborah McKee		10:15 – 11:05 AM
S074	Study of the Impact of Feedback on Math Instructor Performance		Peg Hohensee, Leslie Johnson		11:25 AM – 12:15 PM
S087	Showing the Data: Multiple Studies of Dana Center Math Pathways {DCMP}		Jennifer Dorsey, Elizabeth Zachary Rutschow, Linda Zientek, Karin Samii-Shore		12:35 – 1:25 PM
S091	Strategies to Improve STEM Student Transition to and Through Calculus		Helen Burn, Vilma Mesa, J. Look Wood, Eboni Zamani-Gallaher		12:35 – 1:25 PM
PS21	Building Equity in STEM – Fostering Pathways for Developmental Students		Vanessa Hill, Lauren Brewer		1:45 – 3:45 PM
PS24	Written Homework vs. Online Homework – Is One Better than the Other?		James Lee		1:45 – 3:45 PM
S114	Learning at Scale: Using Research to Improve Learning in Math		Maria Andersen		2:55 – 3:45 PM

Saturday
Sessions	Title	Presenter(s)	Time
S128	Creating Accessible Digital Course content	Sonia Ford, Kyle Kundomal, Lori Thomas	10:45 – 11:35 AM
S136	Teaching Calculus in the Twenty-First Century	Robert Cappetta	11:55 AM – 12:45 AM
S140	2015 CBMS Survey of Undergraduate Programs	Rikki Blair	11:55 AM – 12:45 AM
S143	Addressing Math Anxiety: Research Findings and Classroom Practices	Linda Zientek, Paul Nolting	1:05 – 1:55 PM
S150	Preparing Mathematics Teachers: AMTE’s New Standards	Randolph Philipp, Raymond LaRochelle	1:05 – 1:55 PM
S151	The Use of Peer Role Models to Improve Student Outcomes in Mathematics	Katie Bjorkman	1:05 – 1:55 PM
W01	Prime Time for coding: Using a Research Tool to Reflect on Teaching	Laura Watkins, Patrick Kimani, April Ström, Irene Duranczyk	1:05 – 3:05 PM
S157	Comparison of K-12 Math in the U.S. & Other Regions with Potential Impact	Chris L. Yuen, Shange Tang, Myrta Groeneveld, Oiyin Pauline Chow	2:15 – 3:05 PM

Sunday
Sessions	Title	Presenter(s)	Time
S167	The Caliri Circles	David Caliri	8:15 – 9:05 AM
S170	Teaching Data Ethics in the Introductory Statistics Classroom	Sabrina Ripp	9:25 – 10:15 AM