SCALE-UP Multivariate Calculus

Bill Moss

Department of Mathematical SciencesCollege of Engineering and Science

Clemson University

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

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

SCALE-UP

Student-Centered ActivitiesFor Large EnrollmentUndergraduate Programs

NC State UniversityPhysics Education R & D Grouphttp://www.ncsu.edu/PER/scaleup.html

Clemson Martin Hall M-205

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%)

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

Instructor’s 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

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

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

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

Professional Development

Hands-On Learning

Strong Writing Component

Whole

Small

me