SCL 2017: Cultivating Mathematical Affections through Service-Learning

This week I am giving a presentation at the 2017 Society for Classical Learning (SCL) conference 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 able 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:

AUDIO:

https://societyforclassicallearning.org/resources/cultivating-mathematical-affections-through-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 2017-06-18 at 8.53.29 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:

How a Food Truck, Faith and Community Welcomes the Homeless, from the Huffington Post.

https://player.vimeo.com/video/220569713

“Teaser” for Inferno Films latest feature documentary. from layton blaylock on Vimeo.

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 PMScreen Shot 2016-06-29 at 1.08.42 PM

Screen Shot 2016-06-29 at 1.38.50 PM

EXTERNAL RESOURCES:

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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:

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 PMScreen Shot 2016-06-29 at 1.08.42 PM

Screen Shot 2016-06-29 at 1.38.50 PM

EXTERNAL RESOURCES:

21st Biennial ACMS Conference: Call for Papers

The Twenty First Biennial ACMS conference will be held at Charleston Southern University in Charleston, South Carolina May 31-June 3, 2017. The featured speakers are Sloan Despeaux, Dominic Klyve and Derek Schuurman. In the coming months, conference details will be posted at http://acmsonline.org/2017-acms-conference/

At this time proposals are being accepted for talks. The submitted proposals need to include the presenter’s name, presentation title, and an abstract of 250 words or less. Please provide your abstract in Word or TeX/LaTeX. Most presentations are expected to last 15 minutes plus a 5 minute transition time between speakers. A selection of the presentations will last for 25 minutes with a 5 minute transition. Please indicate if you would like to be considered for a longer presentation. There will also be a poster session, especially for students. You will be notified at a later date whether your submission has been selected for the conference.

ACMS is looking for presentations in the following general categories:

 Computer Science

 Computer Science Education

 Mathematics

 Mathematics Education

 Statistics

 Statistics Education

 Interaction of Faith and Discipline

Proposals should be sent to ddawson (at) csuniv.edu by February 15, 2017. Please put “ACMS proposal” in the subject line. Any proposal received after February 15 will be considered if space remains.

Refereed Proceedings:

Please note that this year’s ACMS Proceedings will be refereed. To allow authors time to incorporate audience feedback into their papers, all submissions to the Proceedings will be due September 15, 2017. Submissions for the Proceedings should be in TeX or LaTeX (this type setting software can be obtained for free). If you are not familiar with this software, Tom Price will be offering a workshop in using LaTeX as part of the pre-conference.