SCALE-UP Multivariate Calculus

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SCALE-UP Multivariate Calculus

• Bill Moss
• Department of Mathematical Sciences
• College of Engineering and Science
• Clemson University

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Timeline

• 1967-2001 Naval Nuclear Power School, Georgia
  Tech, Old Dominion
• 1983 Clemson Mathematical Sciences
• 1995 College of Eng and Science formed
• 1997 SUCCEED TBCD co-PI, teaching effectiveness
  workshops
• 1998 Laptop WebCT pilots
• 2002 Undergraduate Laptop requirement
• 2003 Begin scale-up experiment
• 2005 NSF grant scale-up math eng

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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
  

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SCALE-UP

• Student-Centered Activities
• For Large Enrollment
• Undergraduate Programs
• NC State University
• Physics Education R D Group
• http//www.ncsu.edu/PER/scaleup.html

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(No Transcript)
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Clemson Martin Hall M-205
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MTHSC 206 Course Policy

• Reduced lecture 10-15 mini-lectures
• Maple tutorials objectives, exposition, hand
  solutions, Maple solutions
• Course journal (TA graded 10)
• Maple exercises (TA graded 10)
• Team learning activities/quizzes (10)
• Team projects (2 per semester, 10)
• Four hybrid exams (40)
• Final exam (20)

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Learning Cycle (MootB)

• 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

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Instructors 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 grading of journals and Maple
  exercises

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NSF Project

• PI Matt Ohland (Gen Engr), co-PIs Bill Moss,
  Scott Schiff (CE), Sherrill Biggers (ME)
• Adapting and Implementing the SCALE-UP Approach
  in Statics, Dynamics, and Multivariate Calculus
• Make connections between these three courses and
  freshman physics
• Develop cross-course exercises and learning
  activities

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Essential Components MootB

• 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

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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)
K Rhythm and Design Towers and Trails Over and Under Like and Unlike
1 Together and Apart Symmetry and Shapes Up and Down Families and Facts
2 Collecting and Sorting Rows and Columns Large and Small More and Less
3 Plotting and Growing Shapes and Paths Scales and Balances Ordering and Arranging
4 Signs and Symbols Corners and Containers Inside and Outside Stories and Statements
5 Steps and Distance Conjectures and Transformations Tools and Time Values and Variables
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Professional Development
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Hands-On Learning
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Strong Writing Component
Whole
Small
me