Successes of Project-based Learning in Undergraduate Quantitative Literacy Courses
Andy Krause, Michigan State University
Jeffrey Craig, Michigan State University
During Summer 2016, we implemented a course-long project in MTH 101: Quantitative Literacy I. Students individually researched a topic of their interest and choosing, and used some of the analytical perspectives we developed elsewhere in the course. Students analyzed media, examined data related to their issue, created info-graphics to communicate their findings, and wrote reflections about their learning. The work that students completed for their projects represents some of the highest levels of thinking on Bloom's taxonomy, and it was clear to us that many students both enjoyed the course project and found it meaningful for their lives in general. We will lead a discussion about the philosophy behind the design of the project, present prompts for the course project, share examples of student work, and explain how the project continues to evolve as an important piece of the QL courses.
About the Speakers:
Andy Krause is a Ph.D. Student in Mathematics Education at Michigan State University. He coordinates the Center for Instructional Mentoring in the Mathematics department, which coordinates the teaching and professional development associated with 100- and 200-level mathematics courses. He has worked as a part of the design team for the QL courses over the past two years and is a lecturer for MTH 102 during the 2016-2017 academic year. Andy's research focuses on homework and other mathematics tasks in college mathematics classes.
Jeffrey Craig is a Ph.D. Candidate in Mathematics Education at Michigan State University. His dissertation investigates the potential for strong emotions in quantitative literacy courses to support perspective transformation. He worked as part of the design team for MTH 101 and 102, and had the opportunity to teach early pilot sections of the courses the past two years.