{"id":510,"date":"2025-03-01T01:32:25","date_gmt":"2025-03-01T01:32:25","guid":{"rendered":"https:\/\/sites.rutgers.edu\/rumey-conference\/?page_id=510"},"modified":"2025-03-08T03:16:03","modified_gmt":"2025-03-08T03:16:03","slug":"details","status":"publish","type":"page","link":"https:\/\/sites.rutgers.edu\/rumey-conference\/rumey-2022\/details\/","title":{"rendered":"Details"},"content":{"rendered":"

10 – 11 AM<\/span><\/b>: Integrating Active Learning into Your Mathematics Classroom<\/span>\u00a0<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 John Kerrigan (Math Department, Rutgers University)<\/span>\u00a0<\/span><\/p>\n

Abstract: <\/span><\/b>Interested in adding interactive video, gaming, flipping, or collaborative work in your mathematics course?\u00a0 This session will discuss various active learning strategies that can be easily implemented in courses of any size or modality.\u00a0 Examples will be drawn primarily from the gateway sequence (Math 115, 123, 152, 250, etc.) but can easily be applied to any course and include Playposit, Quizizz, Jamboard, Quizlet Live, backward design problem sets, and more.<\/span>\u00a0<\/span><\/p>\n

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11 – 12 Noon<\/span><\/b>, Thursday: Incorporating Evidence-Based Strategies for Math Instruction<\/span>\u00a0<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sheila Tabanli (Math Department, Rutgers University)<\/span>\u00a0<\/span><\/p>\n

Abstract: <\/span><\/b>As mathematicians, we want our students\u2019 learning experiences to guide them to think like a mathematician. There is a large body of research on the importance of teaching students explicitly about the ways of learning effectively. As a prerequisite of learning Math effectively, it is also crucial to learn about how people learn, what happens in our brains when we are studying effectively (or not), how knowledge can be gained and moved from short-term memory to long-term memory, how practice makes permanent and what to do to enhance our learning experiences. There is an immediate need to close the gap between the research on human learning and implementing the outcomes of this research in our classrooms. With the support of the math department and the Academic leadership teams (deans) at Rutgers – New Brunswick, I developed\u00a0 a novel course, whose aim is to improve students\u2019 mathematical learning and studying skills based on neuroscience and cognitive psychology. The presentation will include the rationale behind designing such a course, a sample lesson and an assignment, student testimonials, as well as instructor reflections and framework for delivery of instruction.<\/span>\u00a0<\/span><\/p>\n

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11 – 12 Noon<\/span><\/b>, Friday: Supporting Underprepared Students: What we can do and what we can’t do<\/span>\u00a0<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Geraldine Cochran (TRIAD Coalition, SAS Office of STEM Education)<\/span>\u00a0<\/span><\/p>\n

Abstract<\/span><\/b>:\u00a0<\/span>\u00a0<\/span><\/p>\n

I will share some of the results of a study on the impact of prior preparation on undergraduate student performance in an introductory physics sequence. While the study focuses on performance in physics, prior preparation is largely based on preparation in mathematics and the implications of the results of the study are relevant for instructors in the introductory physics and mathematics sequences.\u00a0\u00a0 I will then discuss what we realistically can do to support students, given the wildly different preparation that they have entering introductory courses.\u00a0 Unfortunately, there are no silver bullets, and my suggestions will largely focus on maintaining high standards and providing students with encouraging, yet honest feedback about preparation. To be clear, prior preparation is not limited to content knowledge but also includes problem-solving skills and strategies for being a successful student.\u00a0<\/span>\u00a0<\/span><\/p>\n

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1 – 2pm<\/span><\/b>: Authentic Problem-Solving in PreCalculus<\/span>\u00a0<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Mike Weimerskirch (University of Minnesota)<\/span>\u00a0<\/span><\/p>\n

Abstract (Thursday): <\/span><\/b>Participants will play the role of students in an active learning class during a group problem-solving activity describing the motion of a piston. The mathematics is at a high enough level that experienced mathematicians typically don’t know the answer off the top of their head, but tractable enough that students in the early part of an introductory trigonometry course can collaborate to find a solution.<\/span>\u00a0<\/span><\/p>\n

Abstract (Friday): <\/span><\/b>The focus of the instruction in these PreCalculus courses is on developing communication skills and on problem solving. In this session, we will discuss the roles of the instructors, the methods of evaluating student contributions, and the ways in which feedback is given to students in order to help them improve their ability to communicate.<\/span>\u00a0<\/span><\/p>\n

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2 – 3 pm<\/span><\/b>: Teaching Strategies Sessions<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span>Presentations on May 12, 2:00-3:00pm:<\/span>\u00a0<\/span><\/p>\n