Teaching and Learning in the STEM Disciplines Bill and Dot Moss Department of Mathematical Sciences College of Engineering and Science Clemson University

Timeline – Bill Moss Naval Nuclear Power School, Georgia Tech, Old Dominion 1983: Clemson Mathematical Sciences 1995: College of Eng and Science formed 1997: SUCCEED TBCD co-PI 1998: Laptop & WebCT pilots 2002: Undergraduate Laptop requirement 2003: Begin scale-up experiment 2005: NSF grant: scale-up math & eng

Felder-Brent Intellectual Model variety and choice of learning tasks explicit communication and explanation of expectations modeling, practice, and constructive feed- back on high level tasks a student-centered instructional environment respect for students at all levels of development

SCALE-UP Student-Centered Activities For Large Enrollment Undergraduate Programs NC State University Physics Education R & D Group

Clemson Martin Hall M-205

Course Policy Reduced lecture: mini-lectures Maple tutorials: objectives, exposition, hand solutions, Maple solutions Course journal (TA graded 10%) Maple exercise (TA graded 10%) Team learning activities/quizzes (10%) Team projects (2 per semester, 10%) Four hybrid exams (40%) Final exam (20%)

Learning Cycle Engage: mini-lectures make connections to prior learning and other courses Investigate: learning activities – everyone is a student and a teacher Reflect: journals and Maple exercises Apply: projects with complex models

Instructor’s Role Learn names and majors Change teams at mid-term Roam and make formative assessments Coach teams during learning activities Coach entire class as needed Coordinate with TA’s

NSF Project Adapting and Implementing the SCALE-UP Approach in Statics, Dynamics, and Multivariate Calculus Make connections between these three courses and freshman physics and sophomore differential equations

What is Math Out of the Box ™ ? Research-based Standards-based Inquiry-based

Sponsors and Partners

Essential Components Development of a community of learners Explicit connections that make mathematics meaningful A model for verbal and written communication Balanced assessment practices A variety of problem solving experiences A learning cycle that provides a structure for inquiry A diversity of materials, manipulatives, and models

Curriculum Matrix by Content Strand Developing Algebraic Thinking (1 module) Developing Geometric Logic (1 module) Developing Measurement Benchmarks (1 module) Developing Number Concepts (2 modules) KRhythm and Design Towers and TrailsOver and UnderLike and Unlike 1Together and Apart Symmetry and Shapes Up and DownFamilies and Facts 2Collecting and Sorting Rows and ColumnsLarge and SmallMore and Less 3Plotting and Growing Shapes and PathsScales and Balances Ordering and Arranging 4Signs and Symbols Corners and Containers Inside and OutsideStories and Statements 5Steps and DistanceConjectures and Transformations Tools and TimeValues and Variables

Professional Development

Hands-On Learning

Strong Writing Component Whole Group Small Group Individual

75.7% N=26, % N=26,369 Statewide 81.7% N= % N=195 Four SchoolsSubsidized Meal Plan 91.1% N=22, % N=22,463 Statewide 94.2% N= % N=148 Four SchoolsFull Pay Meal Plan 90.4% 26, % N=26,369 Statewide 92.4% N= % N=172 Four SchoolsWhite Students 72.8% N=19, % N=20,021 Statewide 82.8% N= % N=155 Four SchoolsAfrican American Students 82.7% N=48, % N=48,833 Statewide 87.3% N= % N=343 Four SchoolsThird Grade Students 2004 Math Out of the Box™ used in four schools 2003 NO Math Out of the Box™ in any schools Percentage of Students Meeting Standard on PACT Populations

Observed Trends Both traditional and inquiry-based teachers who have implemented the program as designed have realized an immediate positive impact on student achievement. Teacher reflections and interviews show that Math Out of the Box teachers have a paradigm shift in knowing how their students learn mathematics and knowing how they themselves learn mathematics.

Fulfilling the mathematical promise that exists in every child