Teaching and Learning in the STEM Disciplines

Bill and Dot Moss

Department of Mathematical SciencesCollege of Engineering and Science

Clemson University

Timeline – Bill Moss

1967-2001 Naval Nuclear Power School, Georgia Tech, Old Dominion

1983: Clemson Mathematical Sciences 1995: College of Eng and Science formed 1997: SUCCEED TBCD co-PI 1998: Laptop & WebCT pilots 2002: Undergraduate Laptop requirement 2003: Begin scale-up experiment 2005: NSF grant: scale-up math & eng

Felder-Brent Intellectual Model

variety and choice of learning tasks explicit communication and explanation of

expectations modeling, practice, and constructive feed-

back on high level tasks a student-centered instructional

environment respect for students at all levels of

development

SCALE-UP

Student-Centered ActivitiesFor Large EnrollmentUndergraduate Programs

NC State UniversityPhysics Education R & D Grouphttp://www.ncsu.edu/PER/scaleup.html

Clemson Martin Hall M-205

Course Policy

Reduced lecture: 10-15 mini-lectures Maple tutorials: objectives, exposition, hand

solutions, Maple solutions Course journal (TA graded 10%) Maple exercise (TA graded 10%) Team learning activities/quizzes (10%) Team projects (2 per semester, 10%) Four hybrid exams (40%) Final exam (20%)

Learning Cycle

Engage: mini-lectures make connections to prior learning and other courses

Investigate: learning activities – everyone is a student and a teacher

Reflect: journals and Maple exercises Apply: projects with complex models

Instructor’s Role

Learn names and majors Change teams at mid-term Roam and make formative assessments Coach teams during learning activities Coach entire class as needed Coordinate with TA’s

NSF Project

Adapting and Implementing the SCALE-UP Approach in Statics, Dynamics, and Multivariate Calculus

Make connections between these three courses and freshman physics and sophomore differential equations

What is Math Out of the Box™?

Research-based

Standards-based

Inquiry-based

Sponsors and Partners

Essential Components

Development of a community of learners Explicit connections that make mathematics

meaningful A model for verbal and written

communication Balanced assessment practices A variety of problem solving experiences A learning cycle that provides a structure for

inquiry A diversity of materials, manipulatives, and

models

Curriculum Matrix by Content Strand Developing Algebraic Thinking (1 module)

Developing Geometric Logic(1 module)

Developing Measurement Benchmarks(1 module)

Developing Number Concepts (2 modules)

K Rhythm and Design

Towers and Trails Over and Under Like and Unlike

1 Together and Apart

Symmetry and Shapes

Up and Down Families and Facts

2 Collecting and Sorting

Rows and Columns Large and Small More and Less

3 Plotting and Growing

Shapes and Paths Scales and Balances

Ordering and Arranging

4 Signs and Symbols

Corners and Containers

Inside and Outside Stories and Statements

5 Steps and Distance Conjectures and Transformations

Tools and Time Values and Variables

Professional Development

Hands-On Learning

Strong Writing Component

Whole Group

Small Group

Individual

75.7%N=26,124

74.6%N=26,369

Statewide

81.7%N=180

74.9%N=195

Four SchoolsSubsidizedMeal Plan

91.1%N=22,253

91.8%N=22,463

Statewide

94.2%N=136

89.8%N=148

Four SchoolsFull PayMeal Plan

90.4%26,124

90.9%N=26,369

Statewide

92.4%N=172

91.2%N=172

Four SchoolsWhite Students

72.8%N=19,351

71.6%N=20,021

Statewide

82.8%N=128

69.0%N=155

Four SchoolsAfrican American Students

82.7%N=48,378

82.3%N=48,833

Statewide

87.3%N=316

81.3%N=343

Four SchoolsThird Grade Students

2004Math Out of the Box™ used in four schools

2003NO Math Out of the Box™ in any schools

Percentage of Students Meeting Standard on PACT

Populations

Observed Trends

Both traditional and inquiry-based teachers who have implemented the program as designed have realized an immediate positive impact on student achievement.

Teacher reflections and interviews show that Math Out of the Box teachers have a paradigm shift in knowing how their students learn mathematics and knowing how they themselves learn mathematics.

Fulfilling the mathematical promise that exists in every

child

www.mathoutofthebox.org