CONTEXTUALIZE TO LEARN - AACC · 2018-11-27 · Contextualize to Learn: Preparing Faculty Toward...
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CONTEXTUALIZE TO LEARN: Preparing Faculty Toward Math Contextualization for Student Success in Advanced Technological Education https://c2l.wceruw.org/
Dr. Xueli Wang, PIUniversity of Wisconsin-Madison
National Science Foundation Grant No. DUE-1700625
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NSF DUE-1700625
Project Overview
A longitudinal, mixed methods study• faculty engagement and professional
development around math contextualization• impact on student learning and outcomes
ATE students impacted• advanced manufacturing• engineering technologies• biotechnology• construction technology• transportation technology
Partners
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NSF DUE-1700625
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NSF DUE-1700625
Research Questions
Making Sense
1. How do faculty teaching ATE students math engage with and make sense of professional development activities as part of a community of practice around math contextualization?
2. How do faculty apply contextualization in teaching math?
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NSF DUE-1700625
Making Sense
3. What is the effect of math contextualization on students’ interim and longer-term outcomes?
4. How do ATE students in contextualized math courses describe their experiences and motivational beliefs regarding math and overall educational and career success?
Research Questions
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NSF DUE-1700625
Making Sense
Community of Practice
Working together as a community:
Create and share resources and lessons• Online• Webinars• Face-to-face meetings
Share progress and plans for next steps Discuss common issues and solutions Collaborate to collect data
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NSF DUE-1700625
Collaborative Research
ProfessionalDevelopmentStrand
Research Strand
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NSF DUE-1700625
Research Products
Classroom observation instrument
Interview protocols Student survey instrument
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Longitudinal interviews with faculty• Experiences with PD• Sense making• community building • Plans, experiences, and/or barriers
around using contextualization• Resources needed
Year 2 interview with students
Interview Protocols
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NSF DUE-1700625
Classroom Observation Instrument
Math Focus
(MF)
Math with Real-Life Examples
(ME)
Affective Aspects (AA)
Assessment of Learning
(AL)
Class Logistics (CL)
Instructor-Student (IS)
IS-MF codes IS-ME codes IS-AA codes IS-AL codes IS-CL codes
Student-Student (SS)
SS-MF codes SS-ME codes SS-AA codes SS-AL codes SS-CL codes
Instructor-Content (IC)
IC-MF codes IC-ME codes IC-AA codes IC-AL codes IC-CL codes
Student-Content (SC)
SC-MF codes SC-ME codes SC-AA codes SC-AL codes SC-CL codes
• 20 dimensions• 107 unique codes• 2-minute interval• Note classroom setup,
climate, pre- and post-class interactions or dynamics
Substantive Dimensions
Social Dimensions
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NSF DUE-1700625
Student Survey Instrument
• Contextualization activities• Learning experiences• Momentum domains cognitive motivational metacognitive
• Prior exposure to contextualization• Student background• Financial and emotional support
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Findings from Faculty Interviews
Making Sense to Make Change
• Sense-making a complex process• negotiating multiple identities • prior/new knowledge and orientation
• Change-making at instructor level driven by• comfort level as a result of sense-making• external constraints shaped by structures
and responsibilities
Faculty Identities
Orientation
Making Change
MakingSense
Comfort Level
External/Structural Constraints
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NSF DUE-1700625
Thank You!
Advisory Panel: Mark Johnson, Wisconsin Technical College System Lisa Seidman, Madison Area Technical CollegeRachael Bower, University of Wisconsin-Madison Matthew Hora, University of Wisconsin-Madison Jane Tanner, Onondaga Community College
Madison College: Zong Her – Co-PIAnn Thompson – Co-PITony Cina, Faculty LeadBethany Sansing-Helton, Faculty Lead
Milwaukee Area Technical College:Yan Wang – Co-PIMona Gauthier – Co-PILarry Gross, Faculty LeadMichael Jenkins, Senior PersonnelAmber Schreve, Faculty Lead
University of Wisconsin-Madison:Xueli Wang – PI ([email protected])Amy Prevost, Assistant ResearcherKelly Wickersham, Postdoctoral ScholarYen Lee, Graduate AssistantBrit Wagner, Graduate AssistantXiwei Zhu, Graduate Assistant