More Than Reshuffling: Lessons from an Innovative Remedial Math Program at The City University of New York

More Than Reshuffling: Lessons from an Innovative Remedial Math Program at The City University of New York is a companion paper to More Than Rules—College Transition Math Teaching for GED Graduates at The City University of New York written by Steve Hinds, Office of Academic Affairs, The City University of New York  Copyright March 2011 Link to complete article

       RMETYC  encourages members interested in re-visioning undergraduate mathematics education read the above article. It outlines a reform movement that includes Professional Development and classroom-based research.  These are two cornerstones in RMETYC vision for undergraduate mathematics research.  We look forward to your comments on this article and its companion article:

      More Than Rules: College Transition Math Teaching for GED Graduates at The City University of New York   http://www.cccs.edu/Docs/Foundation/SUN/Math%20Paper.pdf also written by Steve Hinds, Copyright 2009

Resources to Support Action Research for Undergraduate Mathematics Educators

Resources of Action Research

Books and Articles to inform understanding of and resources for Action Research.

·         Cross, K. P, & Angelo T. A. (1993). Classroom assessment techniques: A handbook for faculty. San Francisco, CA: Jossey-Bass Publishers.

·         Davis, B. G. (2001). Tools for Teaching. San Francisco, CA: Jossey-Bass Publishers.

·         Maki, P. L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus Publishing.

·         Meyer, J. Elsey, M. & Mesa, V. (2009). Students’ perception of lesson objectives in introductory mathematics courses. Retrieved from http://www-personal.umich.edu/~melsey/teaching/papers/TA_Objectives.pdf

·         Mills, G. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill.

·         Odafe, V. (2010). The role of student reflection and self-assessment in college mathematics. MathAMATYC Educator, (2), 26-29.

·         Peters, M. & Kortecamp, K. (2010). Rethinking Undergraduate Mathematics Education: The importance of classroom climate and self-efficacy on mathematics achievement. Current Issues in Education, 13(4). Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/450/93

·         Resources For Conducting Classroom Observations

·         Roth-McDuffie, A, McGinnis, J. R., & Watanabe, T. (1996). Modeling reform-style teaching in a college mathematics class from the perspectives of professor and students. Retrieved from http://www.towson.edu/csme/mctp/Research/AERAprop.html

·         Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of Engagement: Classroom-Based Practices. Retrieved from http://www.engr.wisc.edu/services/elc/Pedagogies_of_student_engagement_Smith.pdf

·         Wood, S. S., Bragg, S. C., Mahler, P. H., & Blair, R. M. (2006) Beyond Crossroads: Implementing mathematics standards in the first two years of college. Retrieved from http://beyondcrossroads.amatyc.org/index.html

IRB informational links

·         University of Minnesota-- Informed consent

·         University of Vermont-- excellent overview

·         University of Wisconsin--Milwaukee-- Overview with modules

·         Office of Research University of California-Irvine – a tutorial

·         An example of an IRB document