Ignite AMATYC 2012 First Half

Doctor Strange-Rob
OR

How I
Learned To
Stop
Worrying
and Love
Assessment!

Formative Assessment
Usually at
the start

Correct
errors that
can lead to
bigger
problems

Summative
Assessment
Usually at the
end of a block
of time.

Think Final
Exam

It has many disguises
Daily Quizzes
Group Quizzes
Discussions
Clickers
Writing Projects
Homework
Practice Tests

Daily and Group Quizzes
๏ How does this work in the grade book?

๏ What if someone doesn’t pull their weight?

Group Discussions
Could be online

Each person write
a sentence in a
paragraph

Random draw to
explain to the
class

Clickers Or
Voting Questions
๏ Does NOT
require
electronics!
๏ There are tons
of resources out
there – use
them!

Writing Assignments
๏ Could be short
๏ Alone or in a
group

๏ Explaining is the
key

Online Homework
Is Your Friend
Takes care of the
drill problems

Immediate feedback

Timed quizzes to
improve speed

We Don’t Teach Here

There are no magic answers!

Review Quizzes
In the online homework system
Only if we do not have an exam

Because of these, rarely do I
hear in Calculus
“Wait, what is the product rule again?”

Practice Tests Keep
Students on Schedule
๏ What is
covered
this block
๏ How much
is covered
in the
semester

Practice Tests Remind Them of
the Major Ideas
No need to create
a review anymore

Sometimes this is
a wake up call!

Also eliminates
the section
cheating.

Your Free Time Will Vanish
Setting up questions will take time
You will find
yourself looking for
questions
everywhere
Don’t re-invent the
wheel, use
resources!

Your Workload will Increase
๏ Writing good questions takes time
๏ Grading takes time
๏ Lining up assignments
๏ Yep, takes time

๏ So introduce these things in stages

Students Will Sing Your Praises!
๏ Just not to you!

๏ Their next teacher will
also sing your
praises.

๏ No promises on how
loudly they sing

Dr. Strange-Rob

a.k.a. Rob Eby

@RobEbymathdude

A copy and links at
tinyurl.com/8gbozpf

Livin’ and Lovin’
the Live Binders
Peg Hohensee, Ph.D.
Kaplan University

Student Support Materials
๏ Students not using your resources?
๏ Students not finding your resources?
๏ Students getting frustrated?

Live Binder Power
๏ Nearly 40,000
hits in 5 months
๏ Now ≈3000 hits
per week!

Live Binders
๏ Free service or pay service

Live Binders
๏ Organizes resources

Live Binders
๏ Static links

Live Binders
๏ Static links
๏ Dynamic organization

Live Binders
๏ Static links
๏ Dynamic organization

“Your 3-ring binder
for the web”
www.livebinders.com – retrieved 10/16/12

Live Bind Link
๏ Embed in class or center
๏ One url instead of a list of resources

Live Binder Shelves:(each class?)

Live Binder: (tabs – each topic?)

Tools:
๏ LiveBinder It Bookmarklet

Tools:
๏ iPad App
๏ TeacherCast App
๏ Chrome App

Tools:
๏ iPad App
๏ TeacherCast App
๏ Chrome App
๏ Links to your Blog or Website

Live Binder Service
www.livebinders.com

Questions
Please contact:

Peg Hohensee, Ph.D.
Director of Math Across the Curriculum
Kaplan University
phohensee@kaplan.edu

Nice to Meet You!

Virtual Introductions
in an Online World

Michelle Lis
Kaplan University

How can you get
to know and
remember your
students?

How can
students get to
know one
another?

Voicethread + Wikispaces =
Connections!

Sign up for a
Voicethread Account

You can upload:
๏ Images
๏ Documents
๏ Videos

Go to Edit – Widget – Other
HTML and paste your code

Contact info:

Michelle Lis
mlis@kaplan.edu

Helping Our Students by
Recalling Our Teachers

John C. Miller
The City College of C.U.N.Y.

Statement #4
๏ Our teachers’ teachers’ teachers’ teachers
routinely asked their students
to show all their steps.

Statement #3
๏ Our teachers’ teachers’ teachers

Statement #2
๏ Our teachers’ teachers

Statement #1
๏ Our teachers
routinely asked us
to show all our steps.

Statement #1 (more examples)
๏ Miss Llewelyn
๏ Miss Trupiano
๏ Miss Koithan
๏ Mr. Gould
๏ Miss Sullivan
๏ Miss Sipson
Miss Bessie M. Koithan’s Sixth Grade
John E. Pound Elementary School
๏ Mr. Reed Lockport, N.Y. 1949-50
๏ Mr. Gideon

Statement #1 (an exception)
๏ Let’s stipulate that
“teachers” means
teachers at the
undergraduate level
and below.
Prof. E. R. Kolchin
Columbia University

Statement #0
๏ We routinely ask our students
to show all their steps ...

Statement #0 (continued)
๏ … in order to provide
optimal feedback
if the last step is incorrect.

Statement # -1
๏ We routinely ask our students
to purchase math software
that accepts only
short final answers.

Example #1: Problem and Solution

Example #1: Program’s Response

We Disposed of Multiple-Choice
 We complained loudly
and in large numbers
about multiple-choice
in the early 1990’s.
 A publisher responded
by developing software
that accepted any final step.
 All the other publishers followed suit!

We’ve Settled For Short Answers
 No similar groundswell
is apparent today
concerning the limitations
of short answers.

Why Have We Settled?

 1. We’re too slow-witted to have noticed.
 2. We don’t care about our students.
 3. We are too lazy or too timid.
 4. We are terrified of intelligent software.

What’s To Be Done?
 Punch out the messenger.
 Honor our pedagogical ancestors
by protesting to publishers
about the serious limitations
of their short answer software.

THE
PIZZAZZ
TEACHER
TEACHING OUT OF THE

BOX

…….PIZZAZZ…….
IT IS LIKE EATING A………PIZZA
IT IS ENJOYABLE……..
IT IS MOTIVATING…….
IT CREATES EXCITEMENT……..
IT PLACES A SKILL IN
LONG-TERM MEMORY……..

PIZZAZZ INSTRUCTORS

THE STUDENTS WILL KEEP

DESIRING
MORE MATHEMATICAL
INSTRUCTION

COLLEGE PROFESSOR
A COLLEGE PROFESSOR SAID………
“LET’S ADD SOME SPICES TO MY
INSTRUCTION TODAY”.
“ LET’S ADD SOME FLAVOR”.
“LET’S ADD SOME HUMOR”

“MY TEACHING NEEDS
SOME PIZZAZZ !”

EFFECTS OF “PIZZAZZ”
WILL HELP BRAIN’S MEMORY STATION

1. RECEIVE INFORMATION

2. RETAIN INFORMATION

3. RECALL INFORMATION

BILL GATES FOUNDATION
2010 COLLEGE STATISTICS

31.3% GRADUATE IN 4- YEARS

56 % GRADUATE IN 6- YEARS

MATHEMATICS: “ STEM”

๏ MATHEMATICS: “A FILTER CLASS“
๏ “STEM COURSE”

SCIENCE / TECHNOLOGY
ENGINEERING /MATHEMATICS

EXAMPLE: “PIZZAZZ”
MICKEY MOUSE : “ IMAGINARY” GUY
“NOT REAL”

IMAGINARY
NUMBERS
Ii, 2i , 3i, 4i, 5i, 6i

TIGER WILL HELP!
COMPLEX NUMBERS
a+bi

4+7i

EXAMPLE: “PIZZAZZ”

TRIGONOMETRY
HOME!
HOME!
HOMELESS!

PLAN AHEAD!!

 ADD A LITTLE HUMOR!
 ADD A LITTLE FUN!
 ADD A LITTLE “PIZZAZZ”

...……… AMERICA….……..
PRESIDENT BUSH SAID......
IF WE MAKE SURE THAT AMERICA’S
STUDENTS SUCCEED IN LIFE……

THEN THEY WILL MAKE SURE THAT
AMERICA SUCCEEDS IN THE WORLD……

HTML Embed Code, Peer
Review and the Cloud

Fred Feldon
Coastline CC
Fountain Valley, CA

Mathematical Discussion
Should Be the “Heart”
of All Your Classes

Mathematical Discussion
Should Be the “Heart”
of All Your Classes

“There must be far less
telling on the part of the
teacher, and far more doing
on the part of the student.”
Jean Piaget

Academic Content in
Online Discussion Boards

Add “HTML Embed Code”
Button to Jing

Copy “HTML Embed Code”
to Clipboard

Pasting “HTML Embed Code”
into Discussion Board
CourseCompass (Old Design)

Pasting “HTML Embed Code”
into Discussion Board
PearsonMyLab (New Design)

Right Click Here

Peer Review and
Cloud Computing
Liberal Arts Math Writing and Research
Component -- Choose One:

“Peer review raises academic standards in the classroom.” Carol
Boston, ERIC Clearinghouse on Assessment and Evaluation, University of
Maryland, College Park, 2002

“When students are asked to write for one another, they write more
effectively.” Richard Light, Harvard University, 2003
“Peer review ensures that the material is correct, as well as relevant,
original and well written for the readers.” Ellen Yi-Luen Do, Department
of Architecture, University of Washington, 2004

“Peer review ensures the quality of papers that are published, sets
scientific standards of the discipline and subtler standards of
collegiality, behavior and ethics.” Ethics of Peer Review: A Guide for
Manuscript Reviewers, Sara Rockwell, Ph.D., Yale University School of
Medicine, 2005

“Collaborative peer review is well suited as a formative evaluation.”
Larry Keig and Michael Waggoner, Truman State University, The Center for
Teaching and Learning, 1994

MOOC: Massive open
online courses

https://www.coursera.org/course/maththink https://www.coursera.org/course/precalculus

I’ve never done this well in a math class. I learned I can do math! The curiosity
we had as kids fades away and now we need practical applications. This class
has it! I especially enjoyed reading everyone’s video project report (and writing
my own). – AS Spring 2012

This is the first math class I’ve actually enjoyed, ever! Math C100 (Liberal Arts
Math) is one of the best courses I’ve ever taken. – RM Fall 2011

This is the most valuable and relevant math class I’ve ever taken. I learned
new things and found new Internet sites I’ll be sharing with my whole family. I
will recommend this course to friends over and over. – LG Summer 2011

The video project made me go from being terrified of math to being totally
respectful and in awe of math. Anyone frustrated with algebra or geometry
should take this course. – GG Spring 2011

I recommend this class to everyone. I always wondered where and when
anyone would use math. This course answered that question: Everywhere and
all the time! – MB Fall 2010

This course should be a requirement for all college students. Seriously! You’re
not just memorizing stuff. You’re learning how to explain and better understand
the world around you. – SL Summer 2010

Thank You

ffeldon@coastline.edu
This presentation is available to download at
http://www.slideshare.net/ffeldon
Related videos are at
http://www.youtube.com/ffeldon

Luke Walsh
Catawba Valley
Community College
Hickory, NC

FRIENDS
J
O
B FAMILY
LIFE

BEING YOUR BEST

TOO MUCH TIME
ON YOUR HANDS

BeCAUSe OF THeIR TIMe,

I HAVe 2 MUCH
TIMe ON MY
HANDS.

Smart Pens:
Past, Present, and Future

Lawrence Perez
Saddleback College

past present future

Marggraff had an epiphany
about educational toys
while watching his 4-year-
old learn to read.

Source: http://www.wired.com/wired/archive/13.11/leapfrog.html

past present future

Source: http://www.papershow.com/us/
Source: http://www.livescribe.com/en-us/smartpen/echo/

past present future

Source: http://www.danedigital.com/6-Zpen/

past present future

Students hear the
instructor and see
themselves writing
down lecture notes.

past present future

How can this
technology enhance
Students hear the
student learning? and see
instructor
themselves writing
down lecture notes.

past present future

Next, the student and a faculty member
Aanalyze the student’s work and reflect on the
student is filmed demonstrating a learning
student’s verbal explanation.
outcome while verbally explaining the work.

past present future

Next, the student and a faculty member
analyze the student’s work and reflect on the
student’s verbal explanation.

past present future

Solve for x.
4+x=-6

past present future

Source: http://www.units.muohio.edu/servicelearning/node/316

past present future

How can this technology
benefit educators?

Source: http://www.units.muohio.edu/servicelearning/node/316

past present future

Place
Objective Determine the place value of a
1 value a number.
digit in
The position of a digit in a number
determines its place value.

Video
Example 1: Find a pattern for place
value in a whole number.
Video Worksheet

3 9 0 , 5 8 4 , 7 2 6.
Ones place.
Tens place.
One-millions place. Hundreds place.
Ten-millions place. One-thousands place.
Assessment
Hundred-millions Ten-thousands place.
place. Hundred-thousands place.

past present future

How can this technology
improve communication
between educators and
students in the online
environment?

past present future

y
8

Graph y x 2 4

x
-8 -4 4 8

-4

-8

past present future

y
8

Graph y x 2 4

Larry Perez
Saddleback College
-8 -4 4 8
x

-4
LPerez@saddleback.edu
-8

Imagine how difficult it would be for
student to cheat using this format.

past present future

Math Anxiety, Test Anxiety,
and Working Memory:
Modifications that help highly
anxious students in coping with
traditional assessments
Chris L. Yuen
CLYUEN@buffalo.edu
University at Buffalo, SUNY
AMATYC Annual Conference
ITLC Sponsored Ignite Event
November 9, 2012

Math anxiety vs. test anxiety
• Math anxiety was viewed as an extension
of test anxiety in the 60’s and 70’s.
• Both were viewed as a psychological
construct.

Math anxiety vs. test anxiety
• But we will soon see that it is both
a cognitive and psychological
construct, which learners have both
emotional and strategic responses to
cope with the anxiety.

Math anxiety as an
independent
phenomenon
• Ashcraft et al. (2002, 2005, 2009) asked
individuals to read controlled passages of
ordinary narratives and treatment
passages where content words are
replaced by mathematical words.

Math anxiety as an
independent
phenomenon
• They found that the error rates in
reading the treatment passages were
significantly higher than those in the
controlled passages.
• These findings aim to isolate test
anxiety from mathematics anxiety.

Research on letter recall
It was as if the high math-anxious
participants were participating in a three-
way competition for their limited working
memory resources: difficult math, letter
retention and recall, and their own math
anxiety. The load on working memory
became so pronounced that their
performance deteriorated markedly—
affective drop (Ashcraft & Moore, 2009, p.
202).

Research on letter recall
It was working memory that was
compromised in [the] study of college
students’ performance and math anxiety;
working memory suffered the brunt of
the math anxiety effect because of the
inner-worries and self-doubts that are
reported by math-anxious individuals
(Ashcraft & Moore, 2009, p. 203).

Definition of “math anxiety”
Feelings of tension and anxiety
that interfere with the
manipulations of numbers and the
solving of mathematical problems
in a wide variety of ordinary life
and academic situations
(Richardson & Suinn, 1972).

Other triggers for anxiety
• Computerized testing: research
shows that students may perform
better on a paper-and-pencil test
than on a computerized version of
the same test.
• Timed test: research shows that
students may perform better in an
untimed condition than in a time
condition.

Motivation to math anxious
friendly assessments
Because research shows that working
memory can be compromised by math
anxiety, highly anxious individuals can be
of disadvantage to some of the features in
traditional assessments.

Modifications to timed tests
• Traditional: time allotted for an
entire test or for sections of a test
• Modified: suggested time for the
entire test, and devote a scoring
weight for a timing rubric

Timing rubric – an example

Suggesting time: 1 hour
Weight: 10% of the test grade
• Full credit for turning in the
test within the suggested time

Graduated scale for turning in the test for
no more than the following duration:
• 90% credit for 1 hour 10 minutes
• 50% credit or lower for duration
past 1 hour 45 minutes

• It is not necessary to over emphasize
BEFORE an assessment to the students
of the scoring methods with a timing
rubric.
• But provide feedback to the students
on their time management AFTER so
that they still have a sense that
timeliness is an expectation.

Open-ended questions
• Emphasize to the students that there
could be multiple correct responses
• Often ask students to explain in plain
English to transcend students’ concept
that everyday informal math can be
acceptable for school math.
• Encourage students to discuss “What
if” situation

• Encourage students to discuss “What
if” situation
• For example, explain why 3 is not an
even number. What if 3 is divisible by
2?
• This is not proof by contradiction,
but this is an introduction to help
students validate their own thinking
and use their ideas appropriately in
developmental math courses.

On multi-parts questions:
• Do not lump all the parts into one
single paragraph.
• List one part at a time and leave
space for students to respond, and
then list the subsequent part below
the space.
• This is to help alleviate the working
memory issue of math anxious
students.

Computerized testing
• Some students are anxious in this
format.
• Offer a paper-and-pencil alternative to
students.
• Also consider: offer a face-to-face
verbal version with students who need
accommodations in their learning and
assessment.

Multiple choice questions
• Often induce anxiousness
• Multiple choice questions require
letter recall.
• Research shows that letter recall is
compromised with math anxious
individuals.
• Avoid these questions and avoid
letter transfer to separate answer
sheets and Scantrons.

General principle on
modifying assessments
• Begin with the ideas that working memory is
compromised, and evaluate a test where working
memory is required as a part of the operation of
an assessment.
• Design features on the operations of an
assessment could be modified to created a more
math anxious friendly assessment.
• However, students are still expected to access
their working memory of math content and
knowledge to perform well.

Pins! Sharing
Teaching Tips
Through
Rebecca Schantz
Instructor, Mathematics
St. Louis Community College - Wildwood

Survey your students easily
with Google Drive

The evolved CAT

Drop-down menus, FR, Scales, Grids,
Checkboxes, Multiple Choice, …

Share results with
students easily!

PollEverywhere.com
Let students use their phone…
like a CLICKER!

Free Response / MC
Text or send via hyperlink

IF-ATs: Immediate Feedback
Assessment Techniques

Auspens: Refillable Dry Erase
Markers from Ecosmart

6 pens + 6 refill bottles < $50
I see a linear system!

Cool alternatives to flashcards

Free Ways to Share Privately
Dropbox Google Voice

The Kawaii “kah-why” Factor

More of this means more of this

Dr. Megan E. Bradley, Frostburg University, “Establishing the Right Mindset:
Helping Your Students to Train Their Brains”

Students’ (formerly optional)
Math Photos…

to “First Day” Scavenger Hunt!
Dr. Tami Eggleston, McKendree University, “Leveraging the Technology
Toolbox: Engaging Students Through Personalization and Belonging”

Our Pinterest Comfort Levels

Pinterest Comfort Level PE

In closing, you’ve been
warned…

Thank you!
You can find my Pins when you
search: Becky Schantz, Pinterest,
“Teaching Tool Faves”
Do you Pin or want to learn how?
Just let me know! I can help. 

A Vision for Long
Term Educational
Reform
Jon Oaks
Macomb Community College
www.jonoaks.com

Ignite AMATYC 2012 First Half

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