Publications

Financial Literacy (CoRD)

Jayne Ann Harder, Oral Roberts University
Kristi Karber, University of Central Oklahoma
Heather Lester, Connors State College
Deborah Moore-Russo, University of Oklahoma
Paul Regier, University of Science and Arts of Oklahoma

This CoRD provides a peer-reviewed set of activities and assessments designed to enhance students’ conceptual understanding of essential aspects of financial mathematics, including budgeting, interest, savings, and taxes. These topics hold significance beyond a student’s academic journey, as they play a crucial role in their personal, and possibly professional, success. Many of the activities intentionally involve collaborative learning activities to encourage communication. Active student engagement is promoted through meaningful applications relevant to student experience. For example, compound interest, annuity, and loan applications develop deeper students’ conceptual understanding of proportions and percentages. The activities are provided below via hyperlinks (denoted by blue, underlined text). Each activity is provided in a lesson plan format consistent across the activities.

Weighted Averages (ARC)

Michael Fulkerson, University of Central Oklahoma
Kristi Karber, University of Central Oklahoma

This lesson focuses on weighted averages and their applications. This set of materials includes a short lecture, an in-class activity, and an out-of-class activity. Students will practice computing a weighted average in the context of figuring an overall class grade. Students will use a spreadsheet to calculate a weighted average and explore the effects of various changes in the data. They will follow directions on how to enter formulas related to weighted averages based on key pieces of information provided. Students will also generalize their knowledge to the context of financial portfolios as they compute a weighted average return.

Mean and Median with Spreadsheets (ARC)

Michael Fulkerson, University of Central Oklahoma
Kristi Karber, University of Central Oklahoma

This activity involves using spreadsheets to investigate the mean and median of a data set and how those averages change when additional data is provided. Through various scenarios (exam grades, household income, and batting averages) students develop their mathematical reasoning skills and intuition about these averages. In particular, students learn when the median is more appropriate to use than the mean (and vice versa) and how outliers have a greater effect on the mean than the median.

Financial Math Matters: A Jack and Jill Adventure (ARC)

Nathan Drake, Oklahoma Baptist University
Krista B. Hands, Oklahoma Baptist University

This activity will provide a holistic view of financial math in an interactive story-telling fashion as one moves through the various stages in the life of a fictional family. It provides real-life scenarios that most students themselves will encounter and need to navigate through. The skills developed in this activity will allow students to identify real world ways that their financial decisions could impact their lives.

Factory Bias Analysis (ARC)

Roshini Gallage, University of Oklahoma
Deborah Moore-Russo, University of Oklahoma
Ashley Taylor, University of Oklahoma

This lesson focuses on representing both qualitative and quantitative data. The set of material includes a slideshow and instructor guide. Students will interpret and create different visual representations for various data types. In particular, students will create a scatter plot and pie chart using google sheets. This lesson requires not only engaging with a real life scenario, but using their mathematical prowess to extract meaning from the different charts provided and to see how some might try to misrepresent the scenario when using graphs that might be construed as being deliberately misleading.

Statistical Literacy (CoRD)

Joan Brenneman, University of Central Oklahoma
Kristi Karber, University of Central Oklahoma

These activities encourage active learning of statistics through exploration of non-routine problems. By actively learning topics such as sampling, bias, sample means, sampling variability, sampling distributions, and confidence intervals, students engage directly with the core concepts of statistical literacy. This hands-on approach brings awareness to various data-driven statistics that students encounter in their everyday lives. Not only will students be prompted to analyze and reflect upon various interpretations of data to determine their validity, but they will also collect and analyze their own data. Afterwards, they will reflect on the meaning of their results, hence enhancing their statistical literacy.

Inferring the Central Limit Theorem (ARC)

Brett Elliott, Southeastern Oklahoma State University
Michael Hardy, Southeastern Oklahoma State University

This activity begins with consideration of a problem the Central Limit Theorem would help students solve and provide justification for their solution. After some reflection, students realize that they have no method of justifying any answer they provide, which produces a need to be able to describe the sampling distribution for the mean. Construction of that knowledge is facilitated via use of an online simulation tool to generate sampling distributions and identify trends that allow students to infer the Central Limit Theorem. Students then apply what they have learned to determine and justify an answer to the original question.

Unit Conversions with Spreadsheets (ARC)

Brenden Balch, University of Central Oklahoma
Michael Fulkerson, University of Central Oklahoma

This activity uses spreadsheets to tackle unit conversion problems. Through various scenarios, students will learn to carefully read word problems, extract and organize the given information, and use Microsoft Excel to solve the problems. The lesson is intended to be given after students have already had an introduction to basic unit conversion problems.

Dice and Distributions (ARC)

Brenden Balch, University of Central Oklahoma
Michael Fulkerson, University of Central Oklahoma
Erin Williams, University of Central Oklahoma

This activity uses dice and spreadsheets to investigate empirical data (through dice rolling and data collection, as well as random simulation) as a means to introduce distributions from probabilistic concepts. Through various scenarios (single die, resulting sum of two dice, with an application to games) students strengthen their understanding of the relationship between empirical randomness and theoretical randomness while also encountering histograms/distributions. In particular, students will be exposed to the Law of Large Numbers and expected value through various exercises.

Landscape Geometry (CoRD)

Dee Cooper, Northern Oklahoma College
Christi Hook, Northern Oklahoma College
Karri Morrill, Northern Oklahoma College
Stephani Spurlock, Northern Oklahoma College

This CoRD provides a set of guided learning activities, backyard layout projects, phases, and final bid proposals for landscape architecture services. It has been created to reinforce students’ cognitive understanding of the geometry concepts: perimeter, circumference, area, volume, and Pythagorean theorem. These real-world applications use acquired knowledge from guided learning activities and will infuse the knowledge through geometric calculations of specific landscape architect projects using professional images provided. Students will then take the computed geometric quantities and calculate the total cost applying real-world cost values. At the end of the activities students will create a final itemized quote statement for the customer’s backyard layout.

Modeling the World with Least Squares Regression (CoRD)

Joan Brenneman, University of Central Oklahoma
Kristi Karber, University of Central Oklahoma

The overarching goal is to increase students’ ability to critically evaluate cause-and-effect claims encountered in daily life. Students begin with an activity to help prevent the formation of biases as they utilize data from various countries. They create and interpret scatterplots to determine the form, direction, and strength of relationships between two quantitative variables. Moreover, they determine when it is appropriate to utilize the correlation coefficient and the least squares regression line by analyzing the covariational relationship of the data observed in the corresponding scatterplot. Lastly, students examine correlation versus causation and the potential role of lurking variables.

Lying with Graphs (ARC)

Joan Brenneman, University of Central Oklahoma
Kristi Karber, University of Central Oklahoma

In this activity, students begin by assessing various graphics and classifying whether the graphs depict quantitative or qualitative data. They answer questions regarding what the graphs are saying, as well as determine how changes in a graph may distort the picture. Students generate Excel graphs based on real-world data, including pie charts, bar graphs, and line charts. Critical questions are asked regarding the student-generated graphs to enhance their skill in accurately interpreting graphed information. Lastly, students will continue analyzing misleading graphs, make claims regarding the misrepresentation of the graphs, and communicate their justifications to their peers via a homework assignment.

Development of Linear and Exponential Concepts (CoRD)

Ashley Berger, University of Oklahoma
Emily Carpenter, Seminole State College
Ashley Tomson, Rose State College

Our CoRD materials address modeling and quantitative reasoning within the context of a Functions & Modeling course. There are eight activities, which can be divided into two units of four activities. The first unit focuses on developing understandings of various aspects of linear functions, while the second unit focuses on exponential functions. The activities are presented in a specific order, if an instructor wished to utilize them all. However, the activities can be used individually as instructors see fit. Within the instructor materials, there are guided questions and commentary to help instructors implement the activity with the intended targeted understandings in mind, as well as optional extensions for the activities.

Exploring Average Rate of Change Given by Tables (ARC)

Christi Hook, Northern Oklahoma College
Cecil Phibbs, Northern Oklahoma College
Ashley Tomson, Rose State College

In Exploring AROC Given by Tables, Functions & Modeling instructors are provided with problems involving analyzing rates of change given in tables. A large group activity is provided where the entire classroom discusses, calculates, interprets, and applies rates of change with population values. Students then use rates of change to estimate and predict future population values. An alternative small group activity includes a shorter full-class activity with four small group tasks. With this option, students will consider increasing, decreasing, and constant rates of change with similar explorations. Each option allows students to determine if a limiting value exists for the population data provided in the table.

Systems of Linear Equations Exploration (ARC)

Cecil Phibbs, Northern Oklahoma College
Ashley Tomson, Rose State College
Brandon Tomson, Oklahoma City Community College

In this systems of linear equations exploration for a Functions & Modeling course, students work with tables, graphs, and algebra to investigate the definition of a solution to a linear equation and apply that definition to a solution of a system of linear equations. In part one, students explore the definition through making tables of values in a scenario involving money. In part two, students transition to equations and graphs to see the visual representation of a solution and how it applies to a patio scenario. In part three, students find a solution using algebra and check the answer with graphing in a brunch item scenario.

Water in the Tub: A Review of Functions and their Behavior (ARC)

Michael Hardy, Southeastern Oklahoma State University
Deborah Moore-Russo, University of Oklahoma

In this activity students are presented with an applied scenario of water level in a tub and asked to complete a graph of the situation considering appropriate units of measure for a piecewise function. While engaging in this low floor-high ceiling activity, students are applying the ideas of quantification, selecting appropriate units of measure (for height and time), and using covariational reasoning to represent the context graphically.

Constant Rate of Change with Linear Models (CoRD)

Rebecca Burkala, Rose State College
William Pugelli, Rose State College
Ashley Tomson, Rose State College
Brandon Tomson, Oklahoma City Community College

In this linear models CoRD for a Functions & Modeling course, students work through four activities which emphasize linear modeling through the key concept of constant rate of change. In the first activity, students connect the idea of constant rate of change to linear functions. In the second activity, students analyze data to determine if it is linear. Through the third activity, students distinguish between exact linear data and approximately linear data. In the fourth activity, students transition to identifying linear versus non-linear data.

Transformations of Functions (ARC)

Ashley Berger, University of Oklahoma
Dustin Gaskins, University of Oklahoma

In the Functions and Modeling class, there is a high emphasis on establishing the relationship between the algebraic and the graphical representations of functions. One way to underline this is through the study of function transformations. The goal of these activities is to provide a more hands-on, experimentation-oriented component that will allow students to more easily generalize the effects of a set of function transformations on a graph. In doing so, students should have concrete, visual examples to help solidify their understanding of the algebraic and graphical relationship between functions.

Mathematical Representations (ARC)

Gary Barksdale, University of Oklahoma
Deb Moore-Russo, University of Oklahoma
Haleigh Watson-Wilkes, University of Oklahoma

Students will develop a deeper understanding of representing real-world scenarios through various mathematical representations, focusing on applied situations that involve covariation. Students will consider the temperature change of a spoon over time, seating arrangements as smaller tables are pushed together, and lawn mowing and the time it takes. Besides being introduced to the idea of mathematical models, the students will practice transitioning between verbal, numeric, and graphical representations while recognizing the differences between continuous and discrete data. Students will also explore dynagraphs to help develop a more nuanced understanding of data representation that emphasizes covariation.

Function Transformations (ARC)

Dustin Gaskins, University of Oklahoma
Paul Regier, University of Science and Arts of Oklahoma

In the Functions and Modeling class, there an emphasis on understanding functions, specifically as they are models of realistic circumstances. Working purely with mathematical structures, we can understand function composition easily through an understanding of domain, range, and appropriate symbol manipulation; however, models of circumstances with units and objects being quantified requires more detailed analysis. This activity walks through several tasks which provide students with a scaffolded approach to function composition that will allow them to seriously analyze a context’s impact on function composition as well as useful instances of function composition.

Quantitative Reasoning about Rates of Change (CoRD)

John Paul Cook, Oklahoma State University
Allison Dorko, Oklahoma State University
Michael Oehrtman, Oklahoma State University
Michael Tallman, Oklahoma State University

The four activities in this module are intended to be used throughout a College Algebra or Precalculus course to develop and reinforce students’ quantitative reasoning about rates of change. They first reinforce thinking about changes in quantities then encourage comparing those changes for two covarying quantities. The activities then focus on working with constant rates as a constant ratio between changes in two covarying quantities.

The Quadratic River Application with Area and Perimeter (ARC)

Narges Dehdashti, Rose State College
Josh Grieshop, Rose State College
Ashley Tomson, Rose State College

In both parts of the College Algebra Quadratic River Application activity, students will work with applying a quadratic function to a scenario. In part one, students will initially access prior knowledge of area and perimeter of rectangles to engage with the material with tables and GeoGebra. Through the structure of the activity, students will then transition to making algebraic representations of area and perimeter given particular constraints of the scenario. Lastly, students will find the length and width that will maximize an area. In part two, students will complete a similar task to reinforce the idea that the vertex of the  quadratic provides maximum area.

Discovering Absolute Value (ARC)

Dee Cooper, Northern Oklahoma College
Christi Hook, Northern Oklahoma College
Cecil Phibbs, Northern Oklahoma College

In An Absolute Value Discovery, Algebra for STEM instructors are provided with problems that introduce students to the concept of absolute value as a distance. The discovery will lead students to further understand absolute value as a distance measured from zero, and that both positive and negative values can have the same absolute value. Students can model these concept on number lines leading to formal equations which they can solve realizing the possibility of more than one solution or no solutions. This Activity can be used as a whole class discovery, in smaller groups or individually by students.

The Number e (ARC)

Michael Fulkerson, University of Central Oklahoma
Kristi Karber, University of Central Oklahoma
Ashley Tomson, Rose State College

This lesson serves as an introduction to the number e and the application of continuously compounded interest. Students begin by exploring the expression  for large values of n, and they discover that the expression approaches a number (2.71828…) as n approaches infinity. For college algebra students, this also serves as an introduction to the idea of a “limit.” Students then explore the relationship between compound interest and continuously compounded interest.

Tray Folding Activity: Polynomials and Optimization (ARC)

Deborah Moore-Russo, University of Oklahoma
Brad Paynter, University of Central Oklahoma

This collaborative activity involving scaffolded contextual optimization is appropriate for algebra or applied algebra students. It is also a good activity for calculus students to introduce optimization with differentiation, but no differentiation is required to complete the activity. The lesson helps facilitate students’ conceptual development reinforcing their quantitative and covariational reasoning as they identify the relevant quantities, namely the dimensions and volume of the tray, with the appropriate units and algebraic expressions for each. This is done in a geometric context so that students can see how a change in one quantity (the height of a tray) affects its volume.

The Rule of 70 (ARC)

Michael Fulkerson, University of Central Oklahoma
Kristi Karber, University of Central Oklahoma
Scott Williams, University of Central Oklahoma

This lesson explores the Rule of 70, a financial mathematics concept that estimates the time it takes for an investment to double at a given annual interest rate, compounded continuously. Students will use both algebraic methods and an interactive Desmos activity to understand and apply the rule, enhancing their grasp of logarithms, exponential growth, and financial literacy.

Fundamental Features of Functions: Activities that Promote Student Problem-Solving for Various Types of Functions (CoRD)

Lee Ann Brown, Oklahoma State University
Katherine Hiebert Brumley, The Jimmy Naifeh Center
Thomas McNamara, Southwestern Oklahoma State University
Melissa Mills, Oklahoma State University
Quan Tran, University of Science and Arts of Oklahoma

This collection of activities investigates fundamental features of mathematical functions from a College Algebra or Pre-Calculus course. Influenced by the work of Dan Meyer, we created interesting problems with varying amounts of information given to the students. Students need to think about what pieces of information they need and use their resources to find reasonable values for the quantities that they deem important. We have written a teacher’s guide for each activity that outlines how we think that the lesson should go and questions that the teacher can pose to emphasize certain aspects of the problem.

Completing the Square (ARC)

Michael Fulkerson, University of Central Oklahoma
Deborah Moore-Russo, University of Oklahoma
Cecil Phibbs, Northern Oklahoma College

In this activity, students learn the algebraic technique of completing the square through hands-on group work with algebra tiles, linking algebraic concepts to geometric shapes. They apply this method to solve a quadratic equation, graph a parabola, find the center and radius of a circle, and ultimately derive the Quadratic Formula. This practical approach helps students understand and use completing the square in a range of mathematical contexts, enhancing their algebra skills.

Multiple Problem-Solving Strategies and Representational Equivalence for Precalculus (CoRD)

Candace Andrews, University of Oklahoma
Carye Chapman, University of Oklahoma
Casey Violette Haskins, University of Oklahoma
Cory Wilson, Oklahoma City Community College

We present eight activities intended to function either as introductory or expository material for specific concepts in a precalculus sequence. Specifically, we focus on functions and their inverses, average rate of change, graphical transformations, solving composed equations, the ambiguous case of the law of sines, and inverse trigonometric functions and their graphs. We also present activities for modeling with contextual applications and working with multiple representations of functions.

Exponents and their Properties (ARC)

Dee Cooper, Northern Oklahoma College
Christi Hook, Northern Oklahoma College
Cecil Phibbs, Northern Oklahoma College

In this activity for exponents and their properties, students will work individually or in groups through problems using exponents. Each group of problems seeks to help students develop a specific exponential rule. These rules known as Properties of Exponents allow students to properly manipulate problems involving multiplication and division of like bases with exponents as well as raising an exponent to another exponent. Each section deals with a different one of these properties and allows students to discover the property through expanding and then simplifying an exponential expression. Part four gives students a chance to apply the properties by identifying common exponential mistakes and fixing them using the correct exponential property.

Four Homework Problems Over Big Ideas (CoRD)

Narges Dehdashti, Rose State College
Mike Fulkerson, University of Central Oklahoma
Cecil Phibbs, Northern Oklahoma College
Ashley Tomson, Rose State College

In this CoRD for a College Algebra course, instructors are provided with four activities in which students explore, synthesize, and make connections of key ideas in College Algebra. In Activity 1, students analyze two different applications and apply key terminology about functions. In Activity 2, students explore function transformations through a Desmos activity. In Activity 3, students connect the important characteristics of polynomials in standard and factored form with graphs and words. In Activity 4, students consider logarithmic and exponential functions to support the ideas of these functions as well as their importance as inverses of each other.

Understanding the Connections between Equations and Graphs (CoRD)

Monty Harper, Oklahoma State University
Deborah Moore-Russo, University of Oklahoma

Exploring Geometric Series (ARC)

Brenden Balch, University of Central Oklahoma
Michael Fulkerson, University of Central Oklahoma
Scott Williams, University of Central Oklahoma

This activity explores the topic of geometric series in a College Algebra or Quantitative Reasoning class. It introduces students to geometric series through geometry, algebra, hands- on exercises, and real-world applications. It aims to provide students with an introduction to the idea of convergence of an infinite series, which is particularly useful for students progressing to Calculus. The activity also includes a bonus homework extension which explores the relationship between centroids of triangles and a geometric series.

The “Why” of Trigonometry (CoRD)

Michael Fulkerson, University of Central Oklahoma
Kristi Karber, University of Central Oklahoma
Scott Williams, University of Central Oklahoma

Trigonometry is of primary importance in any precalculus course. But often students learn the basics of trigonometric functions and identities without really understanding “why” everything works and how everything “fits together.” A frequently heard complaint is that there is too much memorization: “How can I remember all these identities?” This CoRD seeks to address these issues, while developing the targeted topics listed above. It consists of the following four activities: (1) “Why is the Pythagorean Theorem true?” (2) “Special Triangles: 45-45-90, 30-60-90, and 15-75-90” (3) “The Angle Sum Identities for Cosine and Sine” (4) “Avoid Memorization: Deriving Identities”

Modeling Covariation: Cube Painting (ARC)

Carye Chapman, University of Oklahoma
Deb Moore-Russo, University of Oklahoma

This hands-on collaborative activity is designed to help students conceptualize covariation by working with an easy-to-understand situation that allows them to communicate with others while visualizing a geometric context. While working on the activity, students will work with functions in multiple representations, including using functions written as equations to generalize geometric patterns.

Function Formulas and Graphs: Find the Connections! (CoRD)

Monty Harper, Oklahoma State University
Deborah Moore-Russo, University of Oklahoma

This CoRD steps students through a process of thinking about how to connect a function’s formula to its graph. Through five connected lessons, students will discover how algebraic features of a function’s formula correlate with features of its graph. In particular, students will develop a formulation and accompanying set of rules which may be used to arrive at an accurate graph of a given function by applying linear transformations to the graph of its parent function.

Mean Value Theorem (ARC)

Liz Lane-Harvard, University of Central Oklahoma
Deborah Moore-Russo, University of Oklahoma

This ARC provides a pair of activities designed to help students develop an intuitive understanding of the Mean Value Theorem that is grounded in understanding its key foundational ideas (e.g., continuity, average rate of change, instantaneous rate of change). The activities provide opportunities for student engagement with mathematics while also allowing opportunities for collaboration. Active student engagement is promoted through a contextual situation as well as meaningful scaffolding that builds on previous student experience.

Supporting a Coherent Understanding of Limits, Derivatives, and Integrals through Approximation (CoRD)

Michael Oehrtman, Oklahoma State University
Michael Tallman, Oklahoma State University

These resources are designed to be used through a first-semester calculus course to help students develop a rigorous and productive understanding of limits, derivatives, and integrals. The activities engage students in problem-solving about approximating unknown quantities using appropriate function values, difference quotients, or Reimann sums. While these ideas reflect the underlying structure of formal ε-δ definitions and proofs, they are framed in more accessible language and ideas of errors, error bounds, and reasoning to achieve any desired degree of accuracy. Representing their reasoning in consistent ways across multiple representations helps students link these situation-specific ideas to the underlying mathematical principals in a coherent way. Then engaging in similar tasks across different contexts supports attention to the general mathematical structure of limits, derivatives, and definite integrals that can support subsequent modeling and interpretation.

Exploring the Connection between Secant Lines and the Tangent Line at a Given Point (ARC)

Michael Fulkerson, University of Central Oklahoma
Kristi Karber, University of Central Oklahoma

This lesson focuses on the connection between secant lines and the tangent line at a given point. Students will explore the slopes of various lines secant to a given graph by hand, as well as via a Desmos activity. After predicting the slope of the graph at a given point, they compute the actual slope at that point using the limit of a difference quotient. Students then have the opportunity to change the given point or the given function, make new predictions, and check their work in Desmos.

Building Understanding of the Epsilon-Delta Definition of a Limit via Graphic Representations (ARC)

Swarup Ghosh, Southwestern Oklahoma State University
Michael Hardy, Southeastern Oklahoma State University

This activity supports construction of meaningfulness for the ε–δ definition of the limit of a function through manipulation and interpretation of graphic representations. Students manipulate a dynamic sketch of a function and propose a value for a proposed limit L as x approaches a value a, if they think one exists. The definition of a limit is then applied to determine whether or not for a chosen ε, does a given δ determine a neighborhood about a, such that if x is within δ units of a, then the corresponding f (x) values must be within ε units of L.

Functions, Limits, and Rate of Change (CoRD)

Nathan Drake, Oklahoma Baptist University
Krista Hands, Oklahoma Baptist University
Steven Sly, Connors State College

This CoRD is designed to increase students’ ability to connect function values, limits, derivatives, and second derivatives to graphical representations. Student will create graphs at four different times within Calculus I with information given: function values, limiting behavior, derivatives, and second derivatives. Students will examine the graphs that they and their peers create to identify commonalities and notice differences that still adhere to the information given. A subsequent activity at each of these four junctures will encourage communication among students by having one verbally describe a given graph while a second sketches those details on a given non-standard axis.

Productive Struggle, Persistence, and Perseverance (CoRD)

Lucas Foster, Northeastern State University
Susan Kirk, Tulsa Community College
Karl Kruczek, Northeastern State University
Heather Lester, Connors State College

Learning mathematics can be a struggle. Sometimes, a student will experience multiple failures before enjoying a success. The idea of productive struggle is that the student persists throughout the process with creativity and determination until a solution presents itself. When students face problems that they don’t know how to solve right away, math educators do not want them to stop trying, but to continue with effort and think creatively to achieve a solution. If productive struggle is a central part of the learning environment, student success can be more evident and prevalent in math classrooms. In this study, investigators introduce the REACT framework, clarify how the framework reinforces the learning pillars of the Math Inquiry Project, and explore the effect that productive struggle has on student learning in an entry level college mathematics course.

Time Management (ARC)

Dustin Gaskins, University of Oklahoma
Deborah Moore-Russo, University of Oklahoma
Christine Tinsley, University of Oklahoma

This activity is to help students monitor their time and how it is spent as well as evaluate tasks as being urgent or important. In this activity, the following mathematical content plays a role: pie charts, ratios, and unit conversions. The key underlying mathematical concept is the idea of a whole and a fraction of the whole and the task of identifying what the whole is.

A Teacher’s Guide on How to Promote Perseverance and Productive Problem-Solving Skills in the Mathematics Classroom (CoRD)

Jayne Ann Harder, Oral Roberts University
Kristi Karber, University of Central Oklahoma

Many students struggle with negative attitudes toward math, leading to disengagement and lower achievement. This paper explores how to transform this experience by examining the impact of emotions on problem-solving through affective pathways. It introduces the MIP Guiding Principles as a framework for cultivating a supportive classroom environment and provides actionable strategies that leverage these principles. By designing engaging activities, teachers challenge students to persevere and develop effective problem-solving skills. Furthermore, by establishing sociomathematical norms, teachers foster a collaborative mathematical culture. Through these approaches, students are likely to become more engaged, develop a positive math identity, and ultimately achieve greater success.

Course Coordination in Oklahoma Mathematics Departments

Ashley Berger, University of Oklahoma
Allison Dorko, Oklahoma State University
Paul Regier, University of Science and Arts of Oklahoma

Our CoRD interviewed course coordinators and instructors from 5 institutions of higher education in Oklahoma. The purposes were to document the coordination activities of coordinators in contexts with varying levels of coordination structure, as well as the instructor’s perspectives regarding what aspects of coordination are helpful and unhelpful. (a) the coordination activities coordinators in structured coordination systems do, (b) the coordination activities done in semi-structured systems, and (c) instructor perspectives on what is helpful and not-so-helpful about coordination. We also include advice from current coordinators about being a coordinator. The overall goal of the CoRD is to document the range of perspectives and coordination practices as a guide of things for new coordinators, current coordinators, and departments seeking to begin or improve course coordination.