"Patterns of (In)equitable Collaboration in Elementary Computer Science: What they Look Like and Why they Emerge" - In this talk, I present preliminary findings from research that examined how patterns of equity and inequity emerged during collaborative interactions between elementary computer science learners.
Challenges and Opportunities in Teaching Undergraduate Mathematics
This session will feature a panel of three faculty from the Department of Mathematics who have been recognized for their commitment to excellence in undergraduate teaching. The panelists will address questions related to their experiences and persistent challenges in supporting undergraduates in learning mathematics at various levels, including the challenges in maintaining a commitment to excellence in undergraduate teaching while also being productive scholars in the discipline of mathematics.
"Learning Progressions for Print and Deeply Digital Delivery of a Binomial Distributions and Statistical Inference Unit" - This talk reports on learning progression considerations of a design experiment that was completed to (re)design, develop, enact, and evaluate a highly interactive digital unit focusing on binomial distributions and statistical inference.
"Teachers as Listeners of Student Noticing" - In many classrooms with racially diverse and socioeconomically disempowered students, instructional interactions remain unaffected by these students’ perspectives. In this presentation we will share initial findings that begin to illuminate the question: How do teachers use student noticing to transform instructional interactions in mathematics? We will highlight what two groups of students in a Lansing School District school notice about their experiences learning mathematics as well as the methods we developed with teachers to elicit student noticing. As we continue to investigate our research question, the views of teachers as listeners and as researchers gain importance.
Co-Integrate is a new speaker series, jointly sponsored by the CREATE for STEM Institute and the Program in Mathematics Education, designed to support internal networking among colleagues in the College of Natural Science, College of Education, and K-12 school partners interested in the teaching and learning of mathematics in K-16 settings.