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Newsletter Volume 1 |
Fall 1996 |
Reform Efforts in Mathematics Result in New Curricula and Enhanced Faculty Cooperation
Marilyn P. CarlsonDepartment of Mathematics
Arizona State University
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Newsletter Volume 1 |
Fall 1996 |
A component of the ACEPT summer workshop for reforming MTE180, Theory of Mathematics for Elementary School Teachers, provided a format for state and national experts to meet and formulate new curricula. Important linkages with other departments, local community colleges and other state universities were established during the workshop and will allow continuing collaboration in refining this course. Many science-integrated projects were written to encourage the development of mathematical concepts in an environment where students experience the usefulness of mathematics by solving problems involving a science application. The National Council of Teachers of Mathematics Standards Document provided the framework for the pedagogical shift to a "student centered" classroom. This shift encourages pre-service elementary teachers to experience mathematically challenging tasks in a non-threatening environment which encourages the development of positive attitudes while helping them to learn how to learn mathematics.
ASU faculty Tony Lawson, Zoology, Marilyn Carlson, Irene Bloom, and Lisa Joubran all from Mathematics, enter their data on TI-83 graphing calculators.
During the fall semester of 1996, approximately 2000 college algebra students at ASU were affected by the reform of MAT 117. Instruction shifted from a strict lecture format to a course which integrates graphing technology and cooperative learning techniques. Technology is used to explore real-world relationships with increased emphasis on the development of analytical abilities as well as mathematical knowledge.
Instruments for assessing the effectiveness of these reforms on student understandings, beliefs and attitudes were developed and administered to over 2000 students. In cooperation with Ibrahim Halloun, ASU Visiting Professor, Department of Physics & Astronomy, and a community of graduate students, initial data are being analyzed and papers reporting preliminary results are in preparation. Instruments are presently undergoing revision, and planning has begun for the next phase of evaluating the effectiveness of these reforms in mathematics instruction at ASU and the Phoenix area community colleges.
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