Professional Development for Mathematics Faculty

                                            "Arithmetic in College:

                             Revitalizing the Basic Mathematics Course"

                                         June 15-19, 2009

      Carriage House Conference Center, Mathematical Association of America

                                          Washington, DC

Part of the Mathematical Association of America's Professional Enhancement Program (PREP) series, funded by NSF grant DUE-0817071

Presenters: Nancy Crisler and Gary Simundza

Join Nancy and Gary at the MAA's new Carriage House Conference Center for five exciting days filled with context-rich activities and strategies that can be used to motivate students of basic mathematics.

Local Arrangements Participants will be housed in a hotel a short walk from the Carriage House. Program costs as well as the costs of lodging  and daily breakfast and lunch during the workshop are covered by PREP. Participants are responsible for a registration fee and their own transportation to and from the workshop site.

How to Register

Information regarding registration is available at http://www.maa.org/PREP. The workshop is intended for faculty and administrators who are in a position to bring about change in developmental mathematics instructional practice. Teams of 2-4 people from a single institution are particularly encouraged with a discounted registration fee.

Workshop Description Many colleges that offer developmental mathematics are seeking ways of enlivening their courses and motivating students to master fundamental math concepts and skills. The basic mathematics (arithmetic) course is especially in need of reform. After an opening reception on Monday evening, the workshop will begin with immersion in an alternative approach to basic mathematics instruction that engages students in active exploration of authentic problems in which the need for mathematics arises naturally, often in workplace-oriented contexts. Examples include Geographic Information Systems, cryptography, product packaging, and wildlife conservation. In addition, concept-remediation and enrichment activities will be explored.

The remainder of the workshop will examine systemic issues related to implementing a new approach for developmental mathematics, including changing curriculum and pedagogy—how to get faculty to buy in; feasibility of structural changes (hours, laboratory/activity blocks, etc.); role of computer-assisted instruction (e.g., ALEKS, MyMathLab, etc.); meeting and removing potential roadblocks to change; and retention and assessment of student progress issues.

This portion of the workshop will include brainstorming sessions, as participants in our previous workshops have made clear the benefit of the synergy that comes from sharing of experiences and ideas.

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Daily Schedule

Lunch 12-1, Breaks 10:30-10:45 and 2:15-2:30 each day

Day 1              Monday        

 6:00 P.M.–8:00 P.M.        Informal Reception and Buffet (MAA Carriage House)

Day 2:             Tuesday

 9:00–9:30              Welcome and Introduction (MAA Carriage House)

                              Goals and Purposes of the Workshop

 9:30–10:30            What’s in a Box?

 10:45–12:00          A Vision for Change

                              Codes and Patterns

 1:00–2:15              Geographic Information Systems

2:30–3:45              Remediation Activities: Perimeter/Area

 3:45–4:00              Questions

Day 3:             Wednesday

 9:00–10:30            Downsizing a Package

10:45–12:00          What Has Been Tried: Pros and Cons

 1:00–2:15              Remediation Activities: Operations with Integers

 2:30–3:45              Planning for Change

 3:45–4:00              Questions 

Day 4:             Thursday

 9:00–10:30            Estimating Animal Populations

 10:45–12:00          Technology and Change

 Afternoon            Unscheduled Time 

Day 5:             Friday

 9:00–10:00            Models of Successful Change

 10:30–12:00          Group/Individual Presentations of Plans

 1:00–2:00              Student Assessment for Non-traditional Course Structures

 2:00–4:00              Where Do We Go From Here? Activities for Beginning Algebra

What previous workshop participants have said:

"This experience has been more beneficial to me than you may ever know. I was searching for new methods to implement into my basic math course. Thanks for the insight you've given me! This workshop was very well organized and easy to follow."

"Another great workshop! Thank you for all your efforts on behalf of our fragile students who need us to fight for them."

"It went way above my expectations. I was hoping to take away a few ideas that I could use in my classroom, and I have so many great materials and ideas to use."

"The presentations and activities were excellent. I would highly recommend this workshop to anyone who teaches developmental math."

"Having the chance to network with colleagues and share experiences is more valuable than can be expressed."

"The presenters were fantastic."

Preparation for the Workshop

While the on-site component in June is the focal point of the workshop, participants are expected to engage in preparatory and follow-up activities as well.

As soon as sufficient enrollment is reached (probably sometime in April), individuals or teams will be asked to submit detailed descriptions of their current developmental math programs along with their expectations of how the workshop may help them improve those programs.

Meanwhile, we suggest familiarizing yourself with a few documents related to achieving positive change in developmental mathematics:

• AMATYC's Crossroads in Mathematics: Standards for Introductory College Mathematics Before Calculus," which can be accessed online under "Publications" at http://www.amatyc.org, especially Chapters 1, 2, 3, and 5.
• "Beyond Crossroads," also from AMATYC, especially Chapters 3, 6, and 7.
• The Math Special Interest Group of the National Association for Developmental Education (NADE) at http://www.nademathspin.org, especially the document "Best Practices in Developmental Mathematics."

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