Instructors are increasingly using interactive student response systems (SRS) to foster active learning and deepen student understanding in statistics education. Yet most studies focus on either the benefits of SRS or on how students can receive and use feedback, rather than on how instructors can use formative assessment data to inform instructional revisions for the purpose of enacting inclusive pedagogy to reach more learners. This article draws from a case study of an introductory statistics course at a community college to detail a framework for how an instructor can engage in what I call a reciprocal formative assessment and feedback cycle using SRS. This cycle is designed to address the goal of increasing equity – as defined by learning growth for all students – through a structured approach of reflecting on student misconceptions to determine who to reteach, what to reteach, when to reteach, and how to reteach course content. 

Using Formative Assessment and Feedback from Student Response Systems (SRS) to Revise Statistics Instruction and Promote Student Growth for All

A Tale of Two Exams

Many students who take a mathematics course as part of their post-secondary education are not enrolled in a mathematically-intensive degree program. This poses a challenge to mathematics departments that, for example, value and privilege more traditional mathematics curriculum: should students in such courses be taught differently than those in more traditional mathematics courses? What should constitute the curricula of these courses and who should teach them? How might the local institutional context influence the courses that are ultimately offered? This paper sketches a theory intended to help frame responses to these questions. We then present an example of this theory in action, in the form of a general education mathematics course for first-year, underprepared students. The ongoing design, teaching, and evaluation of this course might inspire further revisions to general education in mathematics at the undergraduate level. We present the motivation for the design of the course, a summary of what was ultimately enacted, and our reflections of this ongoing event. Our intention here is not to present our course and an evaluation of its ‘success' – however that might be conceptualised – but rather to display a rigorous vision for post-secondary general education mathematics. 

Postsecondary general education mathematics: theory and practice

Bellos’s (2010) Grapes of Math is not a book about the history of mathematics, although he includes maths histories. It is not a math textbook, although he leads the reader through a variety of mathematical concepts. It does not follow the life of a great mathematician, scientist, or philosopher, although they make their presence known throughout the book. Rather, Grapes of Math it lies at the intersection of these concepts. It is a book of stories, stories of mathematical ideas and the cultures that informed their development. And Bellos is a gifted storyteller. 

/pdf/storied-numbers-a-review-of-alex-belloss-grapes-of-math-how-1mnwqgqq.pdf

Storied Numbers: A Review of Alex Bellos’s Grapes of Math: How Life Reflects Numbers and Numbers Reflect Life

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Postsecondary general education mathematics: theory and practice

Storied Numbers: A Review of Alex Bellos’s Grapes of Math: How Life Reflects Numbers and Numbers Reflect Life