NCTM 2017: Cultivating Mathematical Affections through Service-Learning

This week I am leading a workshop at the 2017 NCTM Annual Conference in on “Cultivating Mathematical Affections through Service-Learning.” The talk is on integrating service-learning projects into mathematics curriculum, specifically with the goal of impacting students on an affective level. Since this is my dissertation topic, I’ve presented on it numerous times before – and now that my dissertation is done (!), I hope to finally be bale to devote more time to building out resources on this site. In addition to the resources that you will find below, feel free to check out some of the prior posts on service learning:

ABSTRACT:

This session will examine the benefits of service-learning projects in mathematics. Service-learning projects engage students in integrating their conceptual understanding of math with the practical functioning of their local community. Ultimately students gain deeper content knowledge and a deeper appreciation for the role math plays in society.

PRESENTATION:

You can click the image below to find the PowerPoint that accompanied my presentation.

Screen Shot 2017-04-06 at 11.21.32 AM.png

For many of the service-learning projects that my students have completed I am indebted to the willing partnership of Mobile Loaves and Fishes. Here is some introductory information on this great ministry:

Community First! Village Goes Beyond Housing for Austin Homeless, from the Austinot

10 THINGS TO CONSIDER BEFORE IMPLEMENTING A SERVICE-LEARNING PROJECT:

The following are the foundational questions that you as an instructor should consider and reflect upon prior to implementing a service-learning project. This list is not meant to be chronological though some aspects will naturally precede others. Start by considering the course learning objectives and your method of assessing those objectives and then go from there.

1.What are the major learning objectives/big ideas/enduring understandings for your course?

2. What are real-world situations where students can apply the concepts studied in your course?

3. List some potential community partners along with some basic descriptors that may impact how your students work with each partner (ex: What is the size of the organization? What issues does the organization address? Is the organization non-profit, governmental, religiously affiliated? Etc.) In lieu of a partner organization you can also consider a general community need for students to address. List some general descriptors of the project involved in addressing this community need.

4. Look for potential matches between organizations on your list from question 3 and your responses to questions 1 and 2. If there are multiple potential matches then consider the pros/cons of each and list them. Be sure to recognize how your matching affects the organization of the project (large scale as a class v. small scale as groups), which in turn may affect your response to question 5 below.

5. Once you have begun narrowing potential community partners that offer opportunities for students to interact with course content, consider how will you assess students? What will be the final product? What expectations will you have for students throughout the project and how will you communicate that to the students?

6. How will students be organized to meet the objectives that they will be assessed on? Will students work as individuals, teams, as a whole class?

7. How will students be equipped to complete the project successfully? What will they have gained from the course up to the point of assigning the project that will aid them? What additional tools/skills/knowledge will students need as the project proceeds?

8. What will be the timeframe for the project? How will students be held accountable to the timeframe? At what points will students receive feedback on their progress?

9. Why should students care about the project? What will you do as an instructor to get student buy-in on the project?

10. How will students reflect throughout the project? What opportunities will you provide for students to pause and consider the work they have done?

HANDOUTS:

From my AP Statistics Project:

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Screen Shot 2016-06-29 at 1.10.27 PM

From my Geometry project:

Screen Shot 2016-06-29 at 1.08.28 PMScreen Shot 2016-06-29 at 1.08.42 PM

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EXTERNAL RESOURCES:

CAMT 2016: Cultivating Mathematical Affections through Service-Learning

2016_logo

This week I am leading a workshop at the 2016 Conference for the Advancement of Mathematics Teaching in San Antonio, TX on “Cultivating Mathematical Affections through Service-Learning.” The talk is on integrating service-learning projects into mathematics curriculum, specifically with the goal of impacting students on an affective level. Since this is my dissertation topic, I’ve written about it numerous times before here on GodandMath.com. In addition to the resources that you will find below, feel free to check out some of the prior posts on service learning:

ABSTRACT:

This session will equip participants to design, implement, and evaluate service-learning projects in which students partner with non-profit organizations. Through these projects, students integrate their conceptual understanding of math with the practical functioning of their local community, ultimately gaining deeper knowledge of content and a deeper appreciation for the role math plays in society. Examples from geometry and statistics will be provided.

PRESENTATION:

You can click the image below to find the PowerPoint that accompanied my presentation.

Screen Shot 2016-06-29 at 12.35.59 PM

For many of the service-learning projects that my students have completed I am indebted to the willing partnership of Mobile Loaves and Fishes. Here is some introductory information on this great ministry:

Community First! Village Goes Beyond Housing for Austin Homeless, from the Austinot

10 THINGS TO CONSIDER BEFORE IMPLEMENTING A SERVICE-LEARNING PROJECT:

The following are the foundational questions that you as an instructor should consider and reflect upon prior to implementing a service-learning project. This list is not meant to be chronological though some aspects will naturally precede others. Start by considering the course learning objectives and your method of assessing those objectives and then go from there.

1.What are the major learning objectives/big ideas/enduring understandings for your course?

2. What are real-world situations where students can apply the concepts studied in your course?

3. List some potential community partners along with some basic descriptors that may impact how your students work with each partner (ex: What is the size of the organization? What issues does the organization address? Is the organization non-profit, governmental, religiously affiliated? Etc.) In lieu of a partner organization you can also consider a general community need for students to address. List some general descriptors of the project involved in addressing this community need.

4. Look for potential matches between organizations on your list from question 3 and your responses to questions 1 and 2. If there are multiple potential matches then consider the pros/cons of each and list them. Be sure to recognize how your matching affects the organization of the project (large scale as a class v. small scale as groups), which in turn may affect your response to question 5 below.

5. Once you have begun narrowing potential community partners that offer opportunities for students to interact with course content, consider how will you assess students? What will be the final product? What expectations will you have for students throughout the project and how will you communicate that to the students?

6. How will students be organized to meet the objectives that they will be assessed on? Will students work as individuals, teams, as a whole class?

7. How will students be equipped to complete the project successfully? What will they have gained from the course up to the point of assigning the project that will aid them? What additional tools/skills/knowledge will students need as the project proceeds?

8. What will be the timeframe for the project? How will students be held accountable to the timeframe? At what points will students receive feedback on their progress?

9. Why should students care about the project? What will you do as an instructor to get student buy-in on the project?

10. How will students reflect throughout the project? What opportunities will you provide for students to pause and consider the work they have done?

HANDOUTS:

From my AP Statistics Project:

Screen Shot 2016-06-29 at 1.09.07 PM

Screen Shot 2016-06-29 at 1.10.27 PM

From my Geometry project:

Screen Shot 2016-06-29 at 1.08.28 PM Screen Shot 2016-06-29 at 1.08.42 PM

Screen Shot 2016-06-29 at 1.38.50 PM

EXTERNAL RESOURCES:

Mathematics: Building Community

A while back I wrote a post on “Geometry and the Homeless.” That post was after my first year if partnering with Mobile Loaves and Fishes Community First on a service-learning project for my advanced geometry students. I have now been blessed to have worked with MLF on service-learning projects for the past three years.

Here is a video on MLF’s heart for the Community First project:

I have worked with geometry students on designing RV covers, gazebos, bike racks, and spiral herb gardens. Below is a picture of last year’s winning gazebo design and the current building progress:

photo (1)IMG_2246

I am beginning my dissertation this summer. It will focus on the benefits of service-learning projects in mathematics and it will specifically examine the partnership between my students and MLF. So needless to say, you can expect a lot of future posts on this topic. Ultimately I believe that service-learning is an incredible way to impact a student’s appreciation of mathematics. To use terminology that I’ve written on before: service-learning is an excellent tool for cultivating mathematical affections.

While you can expect much more on this topic here, I wanted to share a recent video that I came across of other institutions partnering with MLF through the process of service-learning. The institution in the video below just so happens to be my alma mater of Texas A&M (Whoop!): Aggies design, build ‘tiny homes’ for homeless as part of curriculum – The Eagle: Local News.

Tiny House Video from TAMU College of Architecture on Vimeo.

Here are a few quotes from the local article that accompanied the video that speak to the impact of this type of project on the learning outcomes the students experienced:

Construction science senior Laura Malek said working on a project that was going to help a “great cause” was a huge motivator during the process. The project also mimicked a real-life work environment, she said, by bringing together students who wouldn’t normally work together.

“Today was so much fun,” she said. “It was amazing to actually see our work in place and actually get some outside feedback. It felt a little surreal to finally see it there today finished and painted. It meant a lot. People seemed to really enjoy the space and that felt really great after our hard work.”

An interesting side note is that the student quoted in the story is the sister of one of the students that was a part of the first ever service-learning project I initiated (see: Serving through Statistics).

Like I said, there will be a lot more to come on this.

Always feel free to contact me if you have any questions about implementing service-learning into your math class.