# math

## Math Teaching and Learning Seminar

**When: **Thursday, April 29, 2:00 pm EST

**Where: **https://uky.zoom.us/j/94644526537

**Speaker:** Dr. Chhetri is an assistant professor of mathematics at the University of South Carolina Sumter.

**Title:** A Comparative Study of a Partially Flipped Model to Traditional and Fully Online Introductory Statistics Course

**Abstract:** Determining the best method of course delivery plagues faculty and universities across the world. We will discuss three different methods of delivery offered for the same course at a university prior to the COVID-19 pandemic and compare the data collected from each teaching method: face-to-face, targeted flipped, and fully online. Now more than ever this data and comparison is hard to acquire as universities have converted to mostly online instruction due to COVID-19. The study found that participants in the face-to-face group performed better than the other two groups. However, students in the targeted flipped group reported better satisfaction of the course. These results have important implications for improving the design of online mathematics and statistics courses during and after the COVID-19 pandemic. The paper can be found here: http://www.learntechlib.org/p/219293/

## Math Teaching and Learning Seminar

**When:** Thursday, April 15, 2:00 pm EST

**Where:** https://uky.zoom.us/j/94644526537

**Speaker:** Jessica Doering is a PhD candidate here in the University of Kentucky math department

**Abstract:** In the context of my research with secondary mathematics teachers, we will explore the possibility of trauma-informed mathematics education to disrupt the preschool-to-prison pipeline. We will expand the discussion to the impact of these findings on post-secondary educators and how post-secondary mathematics educators can do their part to disrupt the pipeline.

## Math Teaching and Learning Seminar

**When: **Thursday, March 18, 2:00 pm EST

**Where: **https://uky.zoom.us/j/94644526537

**Speaker:** Dr. Edmonds is a Ross Assistant Professor at the Ohio State University. She is also a UK alumna, receiving her bachelors degrees in Math and English here.

**Title:** Hidden Figures, Service Learning, and Mathematical Community

**Abstract:** In this talk, we position service learning as a pedagogical tool that allows for a focus on diversity, inclusion, outreach, and belonging in mathematics. In particular, we highlight the first service-learning course offered by the Department of Mathematics at The Ohio State University, *Intersections of Mathematics of Society: Hidden Figures.* We will discuss service learning, what it is, what it isn’t, and conclude by workshopping ideas for those interested in incorporating components from our course into their future course design.

## Math Teaching and Learning Seminar

**When: **Thursday, March 4, 2:00 pm EST

**Where: **https://uky.zoom.us/j/94644526537

**Speaker:** Dr. Wawrzyniak is a lecturer here at UK. In her role as MA 109 assistant coordinator, she has been leading the effort to use standards-based grading in those courses and has been implementing a flipped-classroom model while teaching remotely.

**Title:** University Design of Learning

**Description:** University Design of Learning is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

## Math Teaching and Learning Seminar

**When: **Thursday, Feb 18, 2:00 pm EST

**Where: **https://uky.zoom.us/j/94644526537

**Speaker:** Dr. Miller is an assistant professor of math at Virginia Commonwealth University. Her research interests lie in the area of undergraduate mathematics education, primarily in the professional development of graduate student instructors. At Nebraska, she studied graduate student instructors’ growth as teachers as they participated in a professional development program focused on teaching and learning mathematics at the post-secondary level. She also studied the cognitive demand of examples that graduate student instructors enacted in their classrooms and examined the roles of the instructor and the students as they worked through examples. Dr. Miller is currently working on developing an online professional development course for undergraduate mathematics instructors who are striving to teach in a way that aligns with the Mathematical Association of America’s *Instructional Practices Guide*. As a strong believer in the benefits of active learning for all students, Dr. Miller seeks to engage students in her classroom in hands-on, authentic mathematical explorations.

**Title:** Examining and Improving the Tools that We Use to Observe Undergraduate Mathematics Teaching

**Description:** Classroom observation protocols are often used as a tool for providing undergraduate mathematics instructors with teaching feedback and evaluations. But how well do the protocols that we use align with evidence-based teaching practices and what are some improvements that could be made?

## Math Teaching and Learning Seminar

**When: **Thursday, Feb 4, 2:00 pm EST

**Where: **https://uky.zoom.us/j/94644526537

**Speaker: **Tim Chartier is an associate professor of math and computer science at Davidson College, and he specializes in sports analytics, having consulted for the NBA, ESPN, and Davidson College sports teams. He is author of *Math Bytes: Google Bombs, Chocolate-Covered Pi, and Other Cool Bits in Computing*, and is coauthor (with Anne Greenbaum) of *Numerical Methods: Design, Analysis, and Computer Implementation of Algorithms*. He is a recipient of a national teaching award from the MAA, serves on the editorial board for Math Horizons, and has worked with Google and Pixar on their educational initiatives.

**Topic:**Dr. Chartier will discuss some of the enrichment exercises he uses to teach beyond the content. For example, for one of them he has students read about and write on mathematicians who aren't all white males. For another, he uses creative exercises like cartoon-drawing to reach his students with artistic bents. Some of these exercises work especially well when teaching remotely.