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:20260404T094553Z UID:Mathematics_Education/1 DESCRIPTION:Title: Reflections on Teaching Calculus\nby David Bresso ud (Macalester College) as part of Undergraduate mathematics teaching and learning seminar\n\n\nAbstract\nThis talk will examine what students take away from their calculus classes as opposed to what we want them to learn. I will use the historical development of calculus to illuminate some of t he traps into which students fall and suggest approaches that can help to avoid these. In preparation\, there are two questions that I ask you to th ink about: What do you want your students to take away from your calculus class and remember after the last exam\, a year later\, five years later? How can you deploy assessment tools to maximum effect to understand what s tudents are learning or have learned?\n LOCATION:https://stable.researchseminars.org/talk/Mathematics_Education/1/ END:VEVENT BEGIN:VEVENT SUMMARY:Amanda Harsy (Lewis University) DTSTART:20221026T180000Z DTEND:20221026T191500Z DTSTAMP:20260404T094553Z UID:Mathematics_Education/2 DESCRIPTION:Title: Mastery-based testing in mathematics\nby Amanda H arsy (Lewis University) as part of Undergraduate mathematics teaching and learning seminar\n\n\nAbstract\nAlternatives to traditional grading method s\, often referred to as “Mastery Grading” and “Grading for Growth\, ” aim to accomplish several goals\, including increasing equity\, motiva ting students to learn\, and encouraging students to learn from mistakes. These alternative grading approaches emphasize the process of learning thr ough practice\, 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 no t these expectations have been met. Students are given multiple opportunit ies to demonstrate mastery of these outcomes before the end of the course which encourages practice and helps shape mistakes into learning opportuni ties. This talk will provide an introduction to mastery grading and ideas on how to implement these assessment strategies in their courses.\n LOCATION:https://stable.researchseminars.org/talk/Mathematics_Education/2/ END:VEVENT BEGIN:VEVENT SUMMARY:Michael Tallman (Oklahoma State University) DTSTART:20221102T180000Z DTEND:20221102T191500Z DTSTAMP:20260404T094553Z UID:Mathematics_Education/3 DESCRIPTION:Title: A characterization of Calculus I final exams in US co lleges and universities\nby Michael Tallman (Oklahoma State Universit y) as part of Undergraduate mathematics teaching and learning seminar\n\n\ nAbstract\nSupported by the National Science Foundation\, the Mathematical Association of America administered a national survey in the fall of 2010 to instructors of Calculus I courses from a stratified random sample of n on-profit two- and four-year colleges and universities offering a degree i n mathematics. Instructors provided their final exams as part of this surv ey. The resulting data set consisted of 254 final exams from single-variab le calculus courses designed to prepare students majoring in mathematics\, science\, or engineering. My collaborators and I analyzed all 4\,167 indi vidual items within this sample to identify features of tasks that enable instructors to reliably infer students’ meanings for central calculus to pics. In this presentation\, I describe our operational criteria for deter mining whether an exam item assesses students’ application of understand ing. I then explore salient features of exemplary tasks from our data set to reveal distinctions between exam items made apparent by our analytical framework. In doing so\, I offer commentary on the often subtle features o f assessment items that contribute to variation in the reliability of infe rences an instructor is positioned to make about students’ understanding based on their responses. I also demonstrate the characteristics of exam items that instructors can attend to when designing assessments.\n LOCATION:https://stable.researchseminars.org/talk/Mathematics_Education/3/ END:VEVENT BEGIN:VEVENT SUMMARY:John Tagg (Palomar Community College) DTSTART:20220914T180000Z DTEND:20220914T191500Z DTSTAMP:20260404T094553Z UID:Mathematics_Education/4 DESCRIPTION:Title: STEM Teaching in the Learning Paradigm\nby John T agg (Palomar Community College) as part of Undergraduate mathematics teach ing and learning seminar\n\nAbstract: TBA\n LOCATION:https://stable.researchseminars.org/talk/Mathematics_Education/4/ END:VEVENT BEGIN:VEVENT SUMMARY:Wesley Maciejewski (Red Deer Polytechnic) DTSTART:20221109T190000Z DTEND:20221109T201500Z DTSTAMP:20260404T094553Z UID:Mathematics_Education/5 DESCRIPTION:Title: Advancing undergraduate mathematics education: in whi ch direction? At what speed?\nby Wesley Maciejewski (Red Deer Polytech nic) as part of Undergraduate mathematics teaching and learning seminar\n\ n\nAbstract\nIt is an exciting time to be a mathematician teaching in post secondary: new takes on pedagogy are reinvigorating our practices. In som e ways\, so much is changing\; in others\, nothing is. In this presentatio n\, I’ll present a snapshot of current post secondary mathematics teachi ng practices\, and question where we might want to head next?\n LOCATION:https://stable.researchseminars.org/talk/Mathematics_Education/5/ END:VEVENT BEGIN:VEVENT SUMMARY:Kathryn M. Kroeper (Sacred Heart University) DTSTART:20221130T190000Z DTEND:20221130T201500Z DTSTAMP:20260404T094553Z UID:Mathematics_Education/6 DESCRIPTION:Title: Growth mindset teaching: How teacher beliefs perpetua te inequity and evidence-based tips for creating more equitable classrooms \nby Kathryn M. Kroeper (Sacred Heart University) as part of Undergrad uate mathematics teaching and learning seminar\n\nAbstract: TBA\n LOCATION:https://stable.researchseminars.org/talk/Mathematics_Education/6/ END:VEVENT BEGIN:VEVENT SUMMARY:Alexander Renkl (University of Freiburg) DTSTART:20240508T180000Z DTEND:20240508T191500Z DTSTAMP:20260404T094553Z UID:Mathematics_Education/7 DESCRIPTION:Title: Studying Worked-Examples in Mathematics to Relate Pro cedures to Principles\nby Alexander Renkl (University of Freiburg) as part of Undergraduate mathematics teaching and learning seminar\n\n\nAbstr act\nIn this talk\, I will discuss the relevance of worked-examples in mat hematics education. Many studies have shown that\, in initial cognitive sk ill acquisition\, students profit more from studying worked examples as co mpared to solving problems. One reason for the effectiveness of worked exa mples is that the students get the opportunity to interrelate principles ( e.g.\, mathematical theorems) with multiple problem cases. If the student has acquired knowledge structures in which principles and multiple problem cases are interrelated\, they can more likely solve transfer problems rel ated to the learned principles. Several potential objections against worke d examples from a mathematics education perspective are discussed (e.g.\, worked examples do not address typical student errors) by referring primar ily to our own studies. Finally\, recommendations for mathematics educatio n are outlined.\n\nTo receive the Zoom link please email mmajidi-zolbanin@ lagcc.cuny.edu\n LOCATION:https://stable.researchseminars.org/talk/Mathematics_Education/7/ END:VEVENT END:VCALENDAR