Join
us in New Orleans as the research committee hosts our 4th Annual Research Session during the 41st
Annual AMATYC Conference
Thursday,
November 19th at 7:00 PM.
Don't miss this opportunity to learn about important research that is currently being conducted. Preliminary findings about student learning and teaching innovations will be shared with the audience, along with practical advice for both novice and experienced researchers.
Research Session Agenda
Abstracts and Links To Papers
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Abstract:
Success rates in developmental math classes are low, making efforts to
promote student success and empowerment a growing priority. In one such
effort, a large community college in a Midwestern town has created
Mathematical Literacy, a developmental class that uses problem solving and
group work, rather than lecture, to teach the content. Using grounded theory
applied to the transcripts of interviews of students currently enrolled in a
Mathematical Literacy classroom taught by one of the course designers, I
focus on understanding how students experience the class. In addition, I
examine whether the mathematical background helps contextualize differing
student experiences. Initial findings suggest that students experience the
class in diverse ways that are rooted in their groups, rather than on their
relationship with the instructor. This work can help inform future
developmental reform efforts as more schools consider offering classes like
Mathematical Literacy.
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The Mythic Quest for the Robe: Two-Year
College Teachers and the Dissertation Process
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Abstract: This presentation is for two-year college
practitioners on their personal dissertation quest. How does one deal with
full time teaching schedules, multiple committee assignments, and other
institutional service while not allowing themselves to be swallowed up by the
ABD dragon? How does one navigate the IRB labyrinth? These and other tales
from the dissertation quest will be shared with words of warning and
practical advice.
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Abstract:
A web-based activity and testing system (WATS) has features such as adaptive
problem sets, instructional videos, and data-driven tools for instructors to
use to monitor and scaffold student learning. Central to WATS adoption and
use are questions about the implementation process. These range from
feasibility issues, such as the materials and hardware needed, to
on-the-ground fidelity of implementation issues like: What constitutes “good”
implementation and how far from “good” is good enough? Here we report on a
study about implementation that is part of a state-wide randomized controlled
trial examining student learning in community college algebra when a
particular WATS suite of tools is used. Discussion questions for conference
participants dig into the challenges and opportunities in WATS implementation
for community college instructors, students, and departments.
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Abstract: Findings from two studies that examine
proportional reasoning among community college students are shared. The first
study documented adult returning students’ proportional reasoning prior to
instruction in an arithmetic review course and examined how one student’s
ways of reasoning interacted with the curriculum in the course. The second
study explored the ways understandings of the mathematical structure of
proportionality support proportional reasoning processes in developmental and
college level mathematics students. Both studies suggest that reasoning with
rates is problematic for community college students both early in the
developmental mathematics sequence and as students transition to college
level mathematics. In this preliminary research report, the researchers
discuss the methodological challenges of writing a research report about two
studies that were conducted independently, but led to similar findings.
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Web-based
Activity and Testing Systems (WATS) are interactive learning platforms whose
features include adaptive problem sets, instructional videos, and resources
for instructors to monitor and assist student learning. WATS have the
potential to address a diverse range of student learning needs and are
becoming increasingly available with advances in modern computer technology.
In the present work, we describe a research plan (currently ongoing) aimed at
identifying the factors that contribute to effective implementations for WATS
in community college Algebra I courses. We describe our research design,
sampling strategy, and quantitative analysis plan aimed at determining the
extent to which potential moderating variables – such as teacher preparation,
student characteristics, and course structure – impact the effectiveness of
WATS on student learning outcomes. Our discussion questions center around
gaining a thorough understanding of how to measure the challenges and
opportunities faced by community colleges in adopting WATS for remedial
mathematics instruction.
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Abstract:
We are in the process of developing and testing a concept inventory for
elementary algebra. The instrument is currently being refined based on the
feedback of a diverse group of faculty, and is being tested for validity and
reliability among groups of developmental college students.
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