BEGIN:VCALENDAR VERSION:2.0 PRODID:researchseminars.org CALSCALE:GREGORIAN X-WR-CALNAME:researchseminars.org BEGIN:VEVENT SUMMARY:David Bressoud (Macalester College) DTSTART:20221012T180000Z DTEND:20221012T191500Z DTSTAMP:20260422T212833Z UID:Mathematics_Education/1 DESCRIPTION:Title: Reflections on Teaching Calculus\nby David Bressoud (Mac alester College) as part of Undergraduate mathematics teaching and learnin g seminar\n\n\nAbstract\nThis talk will examine what students take away fr om their calculus classes as opposed to what we want them to learn. I will use the historical development of calculus to illuminate some of the trap s into which students fall and suggest approaches that can help to avoid t hese. In preparation\, there are two questions that I ask you to think abo ut: What do you want your students to take away from your calculus class a nd remember after the last exam\, a year later\, five years later? How can you deploy assessment tools to maximum effect to understand what students are learning or have learned?\n LOCATION:https://researchseminars.org/talk/Mathematics_Education/1/ END:VEVENT BEGIN:VEVENT SUMMARY:Amanda Harsy (Lewis University) DTSTART:20221026T180000Z DTEND:20221026T191500Z DTSTAMP:20260422T212833Z UID:Mathematics_Education/2 DESCRIPTION:Title: Mastery-based testing in mathematics\nby Amanda Harsy (L ewis University) as part of Undergraduate mathematics teaching and learnin g seminar\n\n\nAbstract\nAlternatives to traditional grading methods\, oft en referred to as “Mastery Grading” and “Grading for Growth\,” aim to accomplish several goals\, including increasing equity\, motivating st udents to learn\, and encouraging students to learn from mistakes. These a lternative grading approaches emphasize the process of learning through pr actice\, perseverance\, and a growth mindset. Rather than awarding points or partial credit\, clear expectations are set in advance for how student work will be assessed\, and the instructor evaluates whether or not these expectations have been met. Students are given multiple opportunities to demonstrate mastery of these outcomes before the end of the course which e ncourages practice and helps shape mistakes into learning opportunities. T his talk will provide an introduction to mastery grading and ideas on how to implement these assessment strategies in their courses.\n LOCATION:https://researchseminars.org/talk/Mathematics_Education/2/ END:VEVENT BEGIN:VEVENT SUMMARY:Michael Tallman (Oklahoma State University) DTSTART:20221102T180000Z DTEND:20221102T191500Z DTSTAMP:20260422T212833Z UID:Mathematics_Education/3 DESCRIPTION:Title: A characterization of Calculus I final exams in US colleges and universities\nby Michael Tallman (Oklahoma State University) as p art of Undergraduate mathematics teaching and learning seminar\n\n\nAbstra ct\nSupported by the National Science Foundation\, the Mathematical Associ ation of America administered a national survey in the fall of 2010 to ins tructors of Calculus I courses from a stratified random sample of non-prof it two- and four-year colleges and universities offering a degree in mathe matics. Instructors provided their final exams as part of this survey. The resulting data set consisted of 254 final exams from single-variable calc ulus courses designed to prepare students majoring in mathematics\, scienc e\, or engineering. My collaborators and I analyzed all 4\,167 individual items within this sample to identify features of tasks that enable instruc tors to reliably infer students’ meanings for central calculus topics. I n this presentation\, I describe our operational criteria for determining whether an exam item assesses students’ application of understanding. I then explore salient features of exemplary tasks from our data set to reve al distinctions between exam items made apparent by our analytical framewo rk. In doing so\, I offer commentary on the often subtle features of asses sment items that contribute to variation in the reliability of inferences an instructor is positioned to make about students’ understanding based on their responses. I also demonstrate the characteristics of exam items t hat instructors can attend to when designing assessments.\n LOCATION:https://researchseminars.org/talk/Mathematics_Education/3/ END:VEVENT BEGIN:VEVENT SUMMARY:John Tagg (Palomar Community College) DTSTART:20220914T180000Z DTEND:20220914T191500Z DTSTAMP:20260422T212833Z UID:Mathematics_Education/4 DESCRIPTION:Title: STEM Teaching in the Learning Paradigm\nby John Tagg (Pa lomar Community College) as part of Undergraduate mathematics teaching and learning seminar\n\nAbstract: TBA\n LOCATION:https://researchseminars.org/talk/Mathematics_Education/4/ END:VEVENT BEGIN:VEVENT SUMMARY:Wesley Maciejewski (Red Deer Polytechnic) DTSTART:20221109T190000Z DTEND:20221109T201500Z DTSTAMP:20260422T212833Z UID:Mathematics_Education/5 DESCRIPTION:Title: Advancing undergraduate mathematics education: in which dire ction? At what speed?\nby Wesley Maciejewski (Red Deer Polytechnic) as part of Undergraduate mathematics teaching and learning seminar\n\n\nAbst ract\nIt is an exciting time to be a mathematician teaching in post second ary: new takes on pedagogy are reinvigorating our practices. In some ways\ , so much is changing\; in others\, nothing is. In this presentation\, I ’ll present a snapshot of current post secondary mathematics teaching pr actices\, and question where we might want to head next?\n LOCATION:https://researchseminars.org/talk/Mathematics_Education/5/ END:VEVENT BEGIN:VEVENT SUMMARY:Kathryn M. Kroeper (Sacred Heart University) DTSTART:20221130T190000Z DTEND:20221130T201500Z DTSTAMP:20260422T212833Z UID:Mathematics_Education/6 DESCRIPTION:Title: Growth mindset teaching: How teacher beliefs perpetuate ineq uity and evidence-based tips for creating more equitable classrooms\nb y Kathryn M. Kroeper (Sacred Heart University) as part of Undergraduate ma thematics teaching and learning seminar\n\nAbstract: TBA\n LOCATION:https://researchseminars.org/talk/Mathematics_Education/6/ END:VEVENT BEGIN:VEVENT SUMMARY:Alexander Renkl (University of Freiburg) DTSTART:20240508T180000Z DTEND:20240508T191500Z DTSTAMP:20260422T212833Z UID:Mathematics_Education/7 DESCRIPTION:Title: Studying Worked-Examples in Mathematics to Relate Procedures to Principles\nby Alexander Renkl (University of Freiburg) as part of Undergraduate mathematics teaching and learning seminar\n\n\nAbstract\nIn this talk\, I will discuss the relevance of worked-examples in mathematic s education. Many studies have shown that\, in initial cognitive skill acq uisition\, students profit more from studying worked examples as compared to solving problems. One reason for the effectiveness of worked examples i s that the students get the opportunity to interrelate principles (e.g.\, mathematical theorems) with multiple problem cases. If the student has acq uired knowledge structures in which principles and multiple problem cases are interrelated\, they can more likely solve transfer problems related to the learned principles. Several potential objections against worked examp les from a mathematics education perspective are discussed (e.g.\, worked examples do not address typical student errors) by referring primarily to our own studies. Finally\, recommendations for mathematics education are o utlined.\n\nTo receive the Zoom link please email mmajidi-zolbanin@lagcc.c uny.edu\n LOCATION:https://researchseminars.org/talk/Mathematics_Education/7/ END:VEVENT END:VCALENDAR