Enhancing Mathematical Understanding Through Collaborative Writing

Slide Note

Explore the intersection of creativity, mathematics, and education through initiatives like "Cocktail Party Calculus" where students engage in collaborative writing to enhance mathematical communication skills. Addressing the crisis of lack of understanding in mathematics, the importance of creativity in education is emphasized, as seen in discussions led by experts like Sir Ken Robinson. The Honors Program at Moraine Valley Community College aims to promote team-building, collaboration, and leadership through activities like group projects in Calculus I. Students' diverse perspectives are showcased in narratives compiled into a book to benefit incoming students and promote a culture of creative expression among learners.

gurr_len Follow

Uploaded on Sep 26, 2024 | 0 Views

Download Presentation

Please find below an Image/Link to download the presentation.

The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.

E N D

Presentation Transcript

COCKTAIL PARTY CALCULUS: COLLABORATIVE WRITING IN MATHEMATICS American Mathematical Association for Two-Year Colleges Nashville, TN November 13-16, 2014 Keith Nabb Moraine Valley Community College Palos Hills ,Illinois

Crises in Mathematics Lack of understanding in mathematical principles Opportunities to communicate about mathematics are rare Writing skills are mediocre Attention to creativity in America and its decline Newsweek, 2010 A Whole New Mind, Daniel Pink, 2006 3

Is Creativity Dead? Sir Ken Robinson (TED talk, 2006) Creativity now is as important in education as literacy, and we should treat it with the same status. Every education system on Earth has the same hierarchy of subjects: at the top are mathematics and languages, then the humanities, and the bottom are the arts. Human resources are like natural resources; they re often buried deep. You have to go looking for them, they re not just lying around on the surface. 4

Calculus I (Honors) Moraine Valley Community College Honors Program Goals Team-building Collaboration Group Activity/Service projects Leadership 5

COCKTAIL PARTY CALCULUS Objective: Students write about a topic that piques their interest. The discussion should be substantive yet accessible to a person having no prior exposure to this topic. Assemble all narratives into book form and share with incoming Calculus students. 6

Special emphasis on . . . Draft/revise/revise/revise Editor/author relationship Students were authors/coauthors of a chapter One student was the artist Organization and coherence Each contribution is special Ask for help if you need it!! Good writing is a process 7

OUTCOMES (STUDENTS) 8

Diversity of Thought Different methods of studying and communicating ideas Students/Ideas from around the globe The chapters give a peek into the mental laboratories of the authors 9

Reconnecting to our Creative Nature Creativity is innate As we age, we tend to take part in fewer creative endeavors To many, math is cut and dried. Allowing students to tap into their imaginations can give the mathematics new life Once dormant mathematics can evolve in this new light 10

Writing Ensures Comprehension Coherent writing in mathematics implies that sufficient knowledge has been attained Writing compels one to reach a sound understanding of said concept This level of proficiency is required for teaching 11

Teaching via Written Word Writing in this context is similar to verbal teaching Words need to be chosen with great care Sense of permanence Understanding the rationale behind an idea Move from asking how to asking why True understanding/critical thinking are natural byproducts Teacher perspective Better understanding of how students see math Allows for instructional adjustments 12

SURPRISES (TEACHER) 13

Interdisciplinary work Is this a math project or a writing project? Student questions Do I need an attention grabber to start my chapter? How should I organize my chapter? Should I include examples? What exactly do you want from me? Student outcomes I didn t have to study the disc method at all after this! I really feel like I m contributing to a great product. Writing has always been difficult for me but I like math. I think I like writing too after this project. Teacher outcomes I saw a completely different profile of my students Novel assessment 14

Team-oriented attitude Cooperation Unsolicited help from student to student Peer coaching Students were authors/coauthors of a chapter One student was the artist Realization that any one chapter represents a cross section of Cocktail Party Competition Amicable rivalry A great balance The expectations of the project allowed this to happen! 15

A different relationship Teacher as editor Check grammar, relevance, mathematical accuracy Assembling all chapters Requesting author bios Final formatting and printing Student as contributor Brainstorming for ideas Drafting/revising a chapter Collaborating with coauthors Achieving the right balance of mathematics, exposition, and keeping the reader engaged 16

Having fun Author biography Intended transfer institution, major of study, two hobbies 17

Having fun Section Titles Hors d oeuvres/Savory Snacks What is a Limit?; Continuity in a Nutshell; The Intermediate Value Theorem Fine Conversation/Signature Cocktails The Derivative; Differentiation Rules; Implicit Differentiation; Optimization; Concavity, White Castle, and the Affective Domain; Newton s Method Cigars Interpretations of the Definite Integral; The Fundamental Theorem of Calculus; u-substitution: It s all about u; On the Relationship between Integration and Differentiation The Next Morning Area between Curves; Mathematical Calories: Volumes by Discs; Center-oids: Mapping out the X ; Ultra Violet Voodoo: Integration by Parts; An Integral Perspective; Nothing Improper; Geometric Series; Basic Theorems of Infinite Series; When in Doubt, Try this Route: The Ratio Test; The Cycloid 18

Comic Strips 19

Having fun Comic Strips 20

Having fun 21

Students tell all Ali Kathy Bill Marco 25

IMPLICATIONS/EXTENSIONS You could do this in any math class Deepens their understanding, enhances their writing/organizational skills Lends them the freedom to create something that is uniquely theirs Encourages communication and team-building An idea: Co-enrollment in math/writing courses Assignments straddle both subjects Mutually beneficial to each area Students may see the value in interdisciplinary learning 26