MSU at RUME 2018 Conference
- Feb 16, 2018
Several mathematics education faculty and doctoral students will be sharing their research with members of the Research in Undergraduate Mathematics Education (RUME) community on February 22-24, 2018 in San Diego, California.
Younggon Bae, Taren Going, Shiv Karunakaran, Andrew Krause, Merve Kursav, V. Rani Satyam, Jack Smith, and Kevin Voogt are the MSU faculty and students listed in the program book for the conference this year.
RUME seeks to foster research in undergraduate mathematics education and the dissemination of such research. The twenty-first annual conference will be held at the Kona Kai Resort and is hosted jointly by San Diego State University and University of California - San Diego.
The conference is a forum for researchers in collegiate mathematics education to share results of research addressing issues pertinent to the learning and teaching of undergraduate mathematics. The conference is organized around the following themes: results of current research, contemporary theoretical perspectives and research paradigms, and innovative methodologies and analytic approaches as they pertain to the study of undergraduate mathematics education. The program will include plenary addresses, contributed paper sessions, and preliminary paper sessions.
Taren noted, “My session is a preliminary research report called "Curricular presentation of static and process-oriented views of proof to pre-service elementary teachers". In the report, I describe my curriculum analysis of two mathematics textbooks for pre-service elementary teachers that characterizes the opportunities for pre-service elementary teachers to engage with proof and proving. Based on these opportunities, I describe the functions of proof that pre-service elementary teachers are likely to become familiar with, and by extension, promote in their own teaching.”
Rani commented that Younggon and Jack will be presenting for the Transition to Proof research project. “One of our sessions is about using graphing as a tool in interviews and classrooms to collect affective data, such as students’ confidence or emotion, over varying timescales.”
Jack elaborated, “One of our papers/presentations at RUME 2018, "Stepping Through the Proof Door: Undergraduates' Experience One Year After an Introduction to Proof Course," reports the experience of four math major graduates of MTH 299 after they just completed one of their first proof-based content classes, the first semester of real analysis. Though all four did very well in the course, they reported quite different experiences in real analysis. The focus of our analysis examines the degree to which their real analysis course widened or narrowed the "problem solving space" in proof and proving work, a space that was opened in MTH 299. To do so, we examine closely the way that they described proving tasks in the course, the character of the instruction they received, and the way that they use other students in their work on the course."
Jack continued, "The second paper/presentation, entitled "Graphing as a Tool for Exploring Students' Affective Experience as Mathematics Learners," compares three different, but related efforts to use graphing of cognitive and/or emotional aspects to assess aspects of college students' experience in mathematics. Across the three studies, the graphs were differently structured (e.g., the axes); participants were asked to graph different aspects of their experience; the temporal duration of their experience was different; and the participants included both mathematics majors and minors and pre-service elementary teachers. The objective of the paper is to illustrate the productiveness of graphing activities in a variety of contexts to gain insights into college students' learning experience in mathematics.”
For complete details about the SIGMAA on RUME 2018 conference, please visit the conference website.
Thursday, February 22
3:40-4:10 pm, Session 3, Contributed Report, Coronado Room
The Potential Virtues of Wicked Problems for Education
Jeffrey Craig, University of Arizona; Lynette Guzman, University of Arizona; Andrew Krause, Michigan State University
5:50-6:50 pm, Poster Session 1, T42
Exploring Neural Correlates for Levels of Cognitive Load During Justifying Tasks
Shiv Karunakaran, Michigan State University; Abigail Higgins, California State University Maritime Academy; James Whitbread, Jr., Washington State University
Friday, February 23
8:40-9:10 am, Session 7, Theoretical Report, Private Dining Room
Future Middle Grades Teachers’ Solution Methods on Proportional Relationship Tasks
Merve Kursav, Michigan State University; Sheri Johnson, University of Georgia
11-11:30 am, Session 10, Contributed Report, Point Loma 2&3
Stepping Through the Proof Door: Undergraduates’ Experience One Year After an Introduction to Proof Course
Younggon Bae, Michigan State University; John Smith, Michigan State University; Mariana Levin, Western Michigan University; V. Rani Satyam, Michigan State University; Kevin Voogt, Michigan State University
Saturday, February 24
8:30-9:00 am, Session 18, Preliminary Report, Bay Room
Curricular Presentation of Static and Process-Oriented Views of Proof to Pre-service Elementary Teachers
Taren Going, Michigan State University
1:50-2:20 pm, Session 24, Contributed Report, Del Mar Room
Graphing as a Tool for Exploring Students’ Affective Experience as Mathematics Learners
V. Rani Satyam, Michigan State University; Mariana Levin, Western Michigan University; John Smith, Michigan State University; Theresa Grant, Western Michigan University; Kevin Voogt, Michigan State University; Younggon Bae, Michigan State University
3:00-4:00 pm, Poster Session 2, S44
Teachers’ Knowledge of Fraction Arithmetic with Measured Quantities
Sheri Johnson, University of Georgia; Merve Kursav, Michigan State University