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Fisher, Forest; Warner, Jared; Mickelson, Nate – PRIMUS, 2019

Gentrification is a complex issue with very real repercussions for urban youth. Games make learning fun and provide a way for students to explore complex systems through recursive play. We describe a board game designed to help students explore ratios and proportional reasoning while simultaneously engaging the causes and effects of…

Descriptors: Disadvantaged, Social Class, Change, Middle Class

Dame, L.; Aryal, B.; Huq, A.; Prat-Resina, X. – PRIMUS, 2019

Students entering health sciences programs may face challenges on their road to successful completion and possible entry to medical school in the area of preparedness in quantitative skills. At our institution, faculty analyzed evidence of these challenges including performance on the ACT Math Test, an in-house math placement test and quantitative…

Descriptors: College Faculty, Undergraduate Students, Science Instruction, Algebra

Cardetti, Fabiana; LeMay, Steven – PRIMUS, 2019

In this article we present the results of a study focused on engaging students in argumentation to support their growth as mathematical learners, which in turn strengthens their science learning experiences. We identify five argumentation categories that promote the learning of argumentation skills and enrich mathematical reasoning at the…

Descriptors: Persuasive Discourse, Abstract Reasoning, Mathematics Skills, Science Process Skills

Diaz Eaton, C.; Highlander, H. C.; Dahlquist, K. D.; Ledder, G.; LaMar, M. D.; Schugart, R. C. – PRIMUS, 2019

Despite widespread calls for the incorporation of mathematical modeling into the undergraduate biology curriculum, there is lack of a common understanding around the definition of modeling, which inhibits progress. In this paper, we extend the "Rule-of-Four," initially used in calculus reform efforts, to a "Rule-of-Five"…

Descriptors: Student Improvement, Undergraduate Students, Interdisciplinary Approach, Academic Language

Dray, Tevian; Gire, Elizabeth; Kustusch, Mary Bridget; Manogue, Corinne A.; Roundy, David – PRIMUS, 2019

Calculus, as commonly taught, describes certain operations on explicit functions, but science relies on experimental data, which is inherently discrete. In the face of this disparity, how can we help students transition from lower-division mathematics courses to upper-division coursework in other STEM disciplines? We discuss here our efforts to…

Descriptors: Calculus, Physics, Majors (Students), Science Instruction

Sears, Ruthmae; Hopf, Frances; Torres-Ayala, Ana; Williams, Casey; Skryzpek, LesLaw – PRIMUS, 2019

We describe how faculty and staff used improvement science design Plan-Do-Study-Act (PDSA) cycles and engaged in interdisciplinary conversations in an effort to improve students' performance in introductory mathematics courses. This initiative started with College Algebra a course with a large enrollment of students that had a high failure rate.…

Descriptors: Introductory Courses, Mathematics Instruction, College Mathematics, Algebra

Alexander, Nathan N.; Teymuroglu, Zeynep; Yerger, Carl R. – PRIMUS, 2019

This article explores how critical conversations engage undergraduate mathematics faculty in a community of practice that enhances their knowledge about teaching and learning mathematics for social justice. More broadly, critical conversations are defined as a cooperative learning strategy that can be used to identify, explore, and respond to…

Descriptors: Mathematics Instruction, Social Justice, College Faculty, Communities of Practice

Simic-Muller, K. – PRIMUS, 2019

This manuscript describes a quantitative literacy course focusing on issues of economic and racial justice, developed for a summer bridge program. The curriculum for the course, described in the manuscript, consisted of open-ended assignments that dealt with real-world issues and required basic modeling skills; whereas the culminating assignment…

Descriptors: Social Justice, Mathematical Models, Logical Thinking, Mathematics Skills

Isihara, Paul; Townsend, Edwin; Ndkezi, Richard; Tully, Kevin – PRIMUS, 2019

Responding to a call for national reform of mathematical education, as well as a college-wide revision of general education (GE) requirements, we describe a new entry-level, GE course focused on the humanitarian utility of mathematics. This includes a detailed overview of how we taught the course using a Humanitarian MATLAB Lab Manual developed…

Descriptors: Mathematics Instruction, Computer Software, Educational Change, Introductory Courses

berg, jenn; Buell, Catherine A.; Day, Danette; Evans, Rhonda – PRIMUS, 2019

As an interdisciplinary team, we set out to create an applied statistics course that would cover the traditional introductory statistics topics in a consistent framework of social justice. The goal was to motivate students to understand and learn math while deepening their understanding of the interplay, at local and global levels, between social…

Descriptors: Mathematics Instruction, Social Justice, Interdisciplinary Approach, College Mathematics

Ross, John; Shelton, Therese – PRIMUS, 2019

We present several modules that address social justice issues in an introductory statistics course. The activities consider possible disparities of housing location, language spoken at home, and job sector as they relate to, respectively, access to healthy foods, air pollution via proximity to traffic, and health concerns via proximity to fracking…

Descriptors: Statistics, Social Justice, Fuels, Introductory Courses

Warner, Jared – PRIMUS, 2019

We describe a semester-long project for an introductory statistics class that studies the broken windows theory of policing and the related issues of race, policing, and criminal justice. The most impactful feature of the project is the data-collection phase, in which students attend and observe a public arraignment court session. This "Court…

Descriptors: Police, Race, Correctional Rehabilitation, Statistics

Marzocchi, Alison S.; Turner, Kelly; Druken, Bridget K. – PRIMUS, 2019

We present a mathematical activity called graph talks as a new pedagogical routine to intertwine social justice issues and mathematics. Adapted from "number talks," graph talks involve students analyzing, interpreting, and discussing real-life data represented in graphs. Graphs may be strategically selected to both highlight a relevant…

Descriptors: Mathematics, Mathematics Instruction, College Mathematics, Undergraduate Students

Karaali, Gizem; Khadjavi, Lily S. – PRIMUS, 2019

We provide context and motivation for an instructor to use real-life examples in the calculus classroom. To this end we describe two specific project ideas, one related to the devastating impact of methylmercury fungicide in a grain seed supply and the other to a catastrophic methane leak. By using calculus in contexts that have social justice…

Descriptors: Calculus, Mathematics Instruction, Social Justice, Interdisciplinary Approach

Hoke, Kathy; Keough, Lauren; Wares, Joanna – PRIMUS, 2019

In the calculus classroom, integrating applications with the theoretical and procedural conveys the relevance of the material. Since Newton and Leibniz developed calculus in the context of physics and astronomy, applications in these fields tend to predominate. To engage and excite our students, pedagogical considerations must include broader…

Descriptors: Mathematics Instruction, College Mathematics, Teaching Methods, Calculus