Math Improving STEM Education at UNC Asheville

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Math Improving STEM Education at UNC Asheville

• Chocolate Friday
• April 4, 2008
• Samuel R. Kaplan
• Department of Mathematics, UNCA

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Presentation outline

• Define numeracy
• Local math EOGs
• Access to higher math
• Current outreach efforts
• Proposed outreach
• Other ideas for outreach

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Numeracy

• Numeracy includes skills of arithmetic, mastery
  of basic statistical concepts, problem-solving
  skills, critical-thinking skills and the ability
  to communicate effectively in quantitative terms.
  

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Numeracy

• Numeracy is an essential skill in our current
  work force environment and will become even more
  important for personal economic success.

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End of Grade Tests

• End of grade tests attempt to measure minimal
  competency of subject areas.
• NC has been using EOGs prior to No Child Left
  Behind
• EOGs do not measure problem-solving skills

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End of grade tests

• Even so what are the numbers?

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End of Grade Tests

• E.D. Pass Educationally Disadvantaged

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End of Grade Tests

• Does not look too bad at first
• But a bad comparison - part to whole

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End of Grade Tests

• Data from NC Dept. of Public Instruction
• We should compare E.D. with not E.D.
• This comparison is present on all other data!
• We can use math (weighted averages) to recover
  the not E.D. scores.

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End of Grade Tests

• NED not Economically Disadvantaged
• ED vs NED is the strongest predictor of
  mathematical skills
• More than race, sex or primary language.

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End of Grade Tests

• This is a national phenomenon, not just in
  Asheville.
• Points to a cycle of poverty when you realize
  that math skills open the door to higher paying
  tech and professional jobs.

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Observation

• Note that we used some simple math (weighted
  averages) to expose an important issue in equity.
  
• This is already an application of numeracy to a
  public policy issue!

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Asheville Initiative for Math

• In Fall 2006, the UNC Asheville Math Department
  decided to do more outreach into the community.
• We felt we have a strong, well-populated major
  with active research and undergraduate research
  programs.

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Asheville Initiative for Math

• We decided to organize these outreach efforts
  under the rubric, Asheville Initiative for
  Mathematics
• This is not a formal organization but an
  organizing tool.

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Asheville Initiative for Math

• Rather than tell the community what it needs, we
  began a process for listening.
• We generated an informal community advisory group
  representing local schools, colleges, community
  organizations and businesses.

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Asheville Initiative for Math

• From these conversations, we have have generated
  connections between these organizations as well
  as some grant opportunities and a signature
  event.
• The Math Summit hosted Dr. Robert P. Moses.

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Access to higher mathfor greater opportunity

• The Algebra Project was founded by Civil Rights
  leader, Bob Moses.
• He observed a cycle where inner city kids did not
  enter higher math courses in high school

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Access to higher mathfor greater opportunity

• These kids then have little chance to enter
  college or get an associates degree
• Moreover, it was assumed that these kids were
  simply not interested in math

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Access to higher mathfor greater opportunity

• These attitudes reminded him of what he heard
  about the Black Vote
• Blacks are not interested in the vote.
• They wouldnt vote anyway.

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Access to higher mathfor greater opportunity

• He generated a curriculum for 8th graders to get
  them into Algebra, no matter what their
  background before the 8th grade

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Access to higher mathfor greater opportunity

• This grew into the Algebra Project
• The Algebra Project seeks to impact the struggle
  for citizenship and equality by assisting
  students in inner city and rural areas to achieve
  mathematics literacy.

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Access to higher mathfor greater opportunity

• Higher order thinking and problem solving skills
  are necessary for entry into the economic
  mainstream. Without these skills, children will
  be tracked into an economic underclass.

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New Models Problem-centered learning

• Rather than teach to the test, we need to also
  teach problem-solving skills.
• These skills are best taught through math but are
  applicable in daily life.

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New Models Problem-centered learning

• The best way to learn to solve problems is to
  practice.
• This is missing from the standard pedagogy.

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New Models Problem-centered learning

• New strategy (from Eastern Europe) is to give the
  class challenging problems.
• Break the class into pairs or small groups.
• Let the students have some time to brainstorm
  methods and attempt the problem.

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New Models Problem-centered learning

• The class then comes together to share the
  strategies.
• Students are responsible for communicating their
  ideas.
• Over time this builds skills needed to solve
  problems and to share mathematical ideas.

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Outreach to Public Schools

• The NC Department of Public Instruction has
  funded seven professional development programs
  that emphasize problem-centered learning for the
  next two years.

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Outreach to Public Schools

• 360,000 award to Buncombe County Schools and
  UNCA to carry out these programs, grades 6 to 12.
• They are open to Asheville City School and
  Francine Delaney Charter School teachers as well.
  
• We have asked for an extension of the grant.

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New Models Application driven

• Another approach to generating interest in
  mathematics is through exploring social justice
  topics.
• As part of that exploration, a mathematical
  analysis will be required.
• This drives the introduction of new math content.

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New Models Application driven

• Real Math is a textbook currently being written
  by Dot Sulock, UNCA Dept. of Math with this
  philosophy.
• Topics include voting theory, nuclear
  proliferation, nuclear energy, oil production,
  oil consumption and credit cards and many more!

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Proposed Outreach

• In response to a strong REU proposal and hearing
  of our outreach effort, the NSF visited UNC
  Asheville in Spring 2007.
• At the end of that visit, they indicated that we
  are well-positioned to submit a pilot project of
  undergraduate vertical integration.

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Proposed Outreach

• There are no promises, of course.
• Based on our current work we have generated a NSF
  grant proposal that includes undergraduates
  working with P-12 students.

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Proposed Outreach

• The grant would also support outreach to
  businesses in the form of problem-sharing circles
  and undergraduate research projects.

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Proposed Outreach

• The grant would also support continued
  interaction between professors and school
  teachers.
• The grant would continue to fund the Math
  Literacy Summit as an annual event.
• The grant would fund several fellowships whose
  activities are integrated into the outreach
  efforts.

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Proposed Outreach

• There is a broad need for math tutors/coachs.
• More than homework help but a step down from
  mentor.

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Proposed Outreach

• There is no curriculum for training such tutors.
• We have submitted with the AB Education Coalition
  a proposal to Eckerd Family Foundation to fund a
  curriculum development for a Math Tutor
  Certification Program.

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Other ideas

• Feedback from the Math Summit participants
  included many more ideas to consider.

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Other ideas

• Summits targeted to
• P K teachers
• 1-5 teachers
• 6-12 teachers
• Parents
• K-12 Students
• GED Students
• Local businesses

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Other ideas

• Bring the Algebra Project training to our schools

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Other ideas

• City-wide reading project (common book with
  public meetings on content)

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Other ideas

• Math coaches within each school

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Other ideas

• Math training for Teaching Assistants

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Other ideas

• Math carnivals in the schools

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Other ideas

• Math Day on campus

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Other ideas

• Numeracy supplement to financial advising, health
  advising, etc.

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Other ideas

• Develop adult math literacy programs through the
  Literacy Council

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Other ideas

• Work with Parks and Rec to generate math paths in
  public spaces (MP3)

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Other ideas

• Public Pi Day celebration (under works for
  3/14/09)

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However

• UNC Asheville Math Department does not have the
  resources to devote to even facilitate all of
  these ideas.
• May one day need a separate Center or non-profit
  to take over organizing such initiatives.

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Thank you

• I appreciate your attention and feedback.
• skaplan_at_unca.edu