The Diagnostic Mathematics Information for Student Retention and Success (DMISRS) Project

Presentation by Robert Prince, UCT at the Teaching and Learning of Mathematics Communities of Practice meeting at UJ, 29 – 30 August 2018

robert prince

The Diagnostic Mathematics Information for Student Retention and Success (DMISRS) Project

The problem: Only 27% of students entering full-time university in 2006 graduated in minimum time.

40% leave higher education.

41% of engineering and 48% of science 2006 entrants graduated in 5 years.

 

Educational diagnostic testing is assessment before instruction begins.

DMISRS – a collaboration by mathematicians to improve graduation rates.

  • Make use of NBT data to inform students and lecturers about what areas of weakness and strength are.
  • Share practices, leverage best practices.
  • Extend the reach of academics beyond a physical classroom.
  • Create supportive environments for maths learning [maybe using positive psychology]. What kinds of things will make our classrooms more welcoming to students.

Objectives

  1. Get more institutions on board to collect diagnostic information in the same style/language.
By | September 6th, 2018|Uncategorized|0 Comments

Future Planning of the USAf Teaching and Learning of Mathematics Community of Practice

Professor Rajendran Govender from the University of the Western Cape presented the objectives and future plans of the Universities South Africa (USAf) Teaching and Learning of Mathematics Community of Practice (TLM CoP) at the 2-day meeting at the University of Johannesburg, 29 – 30 August 2018

R Govender

  • In accordance with the principles guiding a community of practice, the TLM CoP provides an opportunity for academics and relevant other university staff members to collaborate, network and share knowledge on issues of common interest or concern.
  • The objectives of the TLM CoP are to promote and strengthen the teaching and learning of Mathematics in public universities in South Africa by:

1.Developing and recommending strategies for the sector to ensure improved access and success in the teaching and learning of Mathematics, thus contributing directly to the transformation needs of South Africa. (session dedicated to this at the next meeting)

2.Providing a shared, common platform from which successful initiatives may be disseminated.…

By | September 6th, 2018|Uncategorized|0 Comments

Radically transforming mathematics learning experiences: Lessons from the Carnegie Math Pathways

Siyaphumelela Conference 2017, The Wanders Club, Johannesburg

Andre Freedman, Capital Community College

Bernadine Chuck Fong, Carnegie Math PathwaysWhatsApp Image 2017-06-27 at 19.00.43 WhatsApp Image 2017-06-27 at 19.00.23 WhatsApp Image 2017-06-27 at 19.00.15 (1) WhatsApp Image 2017-06-27 at 19.00.15 WhatsApp Image 2017-06-27 at 18.59.54 WhatsApp Image 2017-06-27 at 18.57.16 (1) WhatsApp Image 2017-06-27 at 18.57.16 WhatsApp Image 2017-06-27 at 18.38.22 WhatsApp Image 2017-06-27 at 18.37.57 WhatsApp Image 2017-06-27 at 18.37.41 Andre Freedman and Bernadine Chuck Fong

Workshop goals:

  • Learn about the design, goals, implementations of Carnegie Math Pathways
  • Experience Pathways lessons
  • Engage in design tasks to improve student success in maths and college
  • Engage in conversations about professional learning to address issues and concerns that are specific to local contexts

Faculty had to learn new ways to teaching maths, there had to be ‘buy in’ for it to be successful.

How to radically transform outcomes for all mathematics students?

  • Completion
  • persistence
  • quality of learning (e.g. students can explain what a function is years after taking a maths course)
  • identities of learning (students see themselves as someone who can do maths).

Make maths a Gateway not a Gatekeeper.

How?

  • Acceleration: Rather not have 3 developmental courses (pre-algebra, algebra1, 2) before taking the required course
  • Problem-centered curriculum
  • Student-focused, collaborative pedagogy
  • ‘Productive Persistence’ interventions / practices to give students belief that they can succeed
  • Language and literacy supports
  • Train faculty so they can feel comfortable about the new approach
  • Use networking to support staff to get running and sustain change
  • Keep cohort together for 2 semesters in classes of 30 – 40, or as one institution did teach the 2 semesters in one term (quarter of a year) with about 5 hours a day and one other course -success rate was very high at 78%.
By | September 5th, 2018|Uncategorized|0 Comments