Caroline Junkins and I are working to identify the impacts of an online summer bridge program (the Mathematics Fluency Initiative, MFI).<\/p>\n
For some ideas and context, I’m reading<\/p>\n
Suter, WN. Introduction to Educational Research: A Critical Thinking Approach. \u00a02012, Sage.<\/p>\n
In Chapter 1, Educators as Critical Thinkers, Table 1.1 presents a number of characteristics of critical thinking (and contrasts it with noncritical thinking). \u00a0I am really enjoying this list. \u00a0Critical thinkers “consider alternate and multiple perspectives”. \u00a0They “consider counter examples and counterevidence”. \u00a0They “use analytic judgement, recognizing components of complexity”. \u00a0They “use logic, drawing conclusions after weighing evidence”. \u00a0They “assess validity of claims”, “sort and recognize missing data”, “consider context and reach tentative, integrative, defensible conclusions”. \u00a0They “remains skeptical”, “self-correct”, and “make data-driven, reasoned decisions based on converging evidence”.<\/p>\n","protected":false},"excerpt":{"rendered":"
Caroline Junkins and I are working to identify the impacts of an online summer bridge program (the Mathematics Fluency Initiative, MFI). For some ideas and context, I’m reading Suter, WN. Introduction to Educational Research: A Critical Thinking Approach. \u00a02012, Sage. In Chapter 1, Educators as Critical Thinkers, Table 1.1 presents a number of characteristics of […]<\/p>\n","protected":false},"author":8032,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[157887,157891],"tags":[],"class_list":["post-239","post","type-post","status-publish","format-standard","hentry","category-learning-and-teaching","category-research-paper"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7E5LF-3R","jetpack-related-posts":[{"id":81,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2018\/01\/03\/grading\/","url_meta":{"origin":239,"position":0},"title":"Grading!","author":"siams","date":"3 January 2018","format":false,"excerpt":"I'm reading Effective Grading: A Tool for Learning and Assessment in College, by Barbara Walvoord and Virginia Johnson Anderson. To think about grading, they emphasize that building learning objectives is core to the process.\u00a0 They break these into a few categories: the vocabulary and content and concepts that students should\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":83,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2018\/03\/03\/the-vector-calculus-bridge-project\/","url_meta":{"origin":239,"position":1},"title":"The vector calculus bridge project","author":"siams","date":"3 March 2018","format":false,"excerpt":"Reading about \"The vector calculus bridge project\" (Tevian Dray and Corinne Manogue at Oregon State). http:\/\/math.oregonstate.edu\/bridge\/talks\/OSU.pdf http:\/\/physics.oregonstate.edu\/~tevian\/bridge\/papers\/FEdgap.pdf Their takeaways: * key calculus idea: the differential (not limits) * key derivative idea: rates of change (not slopes) * key integral idea: total amounts (not areas\/volumes) * key curves\/surfaces idea: \"use what\u2026","rel":"","context":"In "Math"","block_context":{"text":"Math","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/math\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":118,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/06\/10\/dynamical-systems-strogatz-chapter-2\/","url_meta":{"origin":239,"position":2},"title":"Dynamical Systems: Strogatz Chapter 2","author":"siams","date":"10 June 2019","format":false,"excerpt":"Following this text, students study 1d, then 2d, then 3d flows. \u00a0In 1d, we find stability, construct phase portraits, and in chapter 3, make bifurcation diagrams. \u00a0We loop back to these topics with more complexity in 2d. \u00a0This creates natural \"spacing\". A few notes on spacing: Spacing improves induction\/generalization from\u2026","rel":"","context":"In "Dynamical Systems"","block_context":{"text":"Dynamical Systems","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/dynamical-systems\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":235,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2020\/07\/02\/notes-on-uhh-you-know-dont-you-white-racial-bonding-in-the-narrative-of-white-pre-service-teachers\/","url_meta":{"origin":239,"position":3},"title":"Notes on ‘”Uhh, You Know,” Don’t You?: White Racial Bonding in the Narrative of White Pre-Service Teachers’","author":"siams","date":"2 July 2020","format":false,"excerpt":"Fasching-Varner 2013, Educational Foundations \"Uhh, You Know,\" Don't You?: White Racial Bonding in the Narrative of White Pre-Service Teachers This article is about preparation of White (capitalization is following that in the paper) pre-service teachers to examine their racial identity and its potential impacts on students. \u00a0The author looks at\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":126,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/06\/11\/dynamical-systems-strogatz-chapter-3\/","url_meta":{"origin":239,"position":4},"title":"Dynamical Systems: Strogatz Chapter 3","author":"siams","date":"11 June 2019","format":false,"excerpt":"\u00a0 Section 3.0: Introduction I need to help students distinguish between parameters and variables. The beam bending example is ok, but the intuition isn't so clear. \u00a0If I back up on the load does the beam straighten (is this a supercritical pitchfork)? It would be nice to introduce an intuitive\u2026","rel":"","context":"In "Dynamical Systems"","block_context":{"text":"Dynamical Systems","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/dynamical-systems\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":32,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/08\/25\/reading-student-learning-objectives-and-mathematics-teaching\/","url_meta":{"origin":239,"position":5},"title":"Reading “Student learning objectives and mathematics teaching”","author":"siams","date":"25 August 2017","format":false,"excerpt":"I am working to write learning objectives for multivariable calculus this Fall. This article helped distinguish between overarching goals (that students are able to fit the math in the course into a greater understanding of math and of the world) and the learning objectives, of what I hope students will\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/239","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/users\/8032"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/comments?post=239"}],"version-history":[{"count":1,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/239\/revisions"}],"predecessor-version":[{"id":240,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/239\/revisions\/240"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/media?parent=239"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/categories?post=239"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/tags?post=239"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}