1. Maia Punksungka
  2. Research Associate
  3. Literacy, Numeracy, and Problem-Solving Skills in Technology-Rich Environment in the STEM-Related Subbaccalaureate Programs in the United States
  4. https://ies.ed.gov/funding/grantsearch/details.asp?ID=3392
  5. University of Maryland Baltimore County, Miami University, RAND Corporation
  1. Phyllis Cummins
  2. https://www.linkedin.com/in/phyllis-cummins-53416627/
  3. Senior Research Scholar
  4. Literacy, Numeracy, and Problem-Solving Skills in Technology-Rich Environment in the STEM-Related Subbaccalaureate Programs in the United States
  5. https://ies.ed.gov/funding/grantsearch/details.asp?ID=3392
  6. Miami University
  1. Abigail Helsinger
  2. http://www.linkedin.com/in/abby-helsinger
  3. Senior Research Associate
  4. Literacy, Numeracy, and Problem-Solving Skills in Technology-Rich Environment in the STEM-Related Subbaccalaureate Programs in the United States
  5. https://ies.ed.gov/funding/grantsearch/details.asp?ID=3392
  6. Miami University
  1. Rita Karam
  2. Senior Policy Researcher
  3. Literacy, Numeracy, and Problem-Solving Skills in Technology-Rich Environment in the STEM-Related Subbaccalaureate Programs in the United States
  4. https://ies.ed.gov/funding/grantsearch/details.asp?ID=3392
  5. RAND Corporation
  1. Jenna Kramer
  2. https://www.rand.org/about/people/k/kramer_jenna_w.html
  3. Associate Policy Researcher
  4. Literacy, Numeracy, and Problem-Solving Skills in Technology-Rich Environment in the STEM-Related Subbaccalaureate Programs in the United States
  5. https://ies.ed.gov/funding/grantsearch/details.asp?ID=3392
  6. RAND Corporation
  1. Donnette Narine
  2. Graduate Student
  3. Literacy, Numeracy, and Problem-Solving Skills in Technology-Rich Environment in the STEM-Related Subbaccalaureate Programs in the United States
  4. https://ies.ed.gov/funding/grantsearch/details.asp?ID=3392
  5. University of Maryland College Park
  1. Takashi Yamashita
  2. https://sites.google.com/umbc.edu/tkresearch/homeupdates
  3. Associate Professor
  4. Literacy, Numeracy, and Problem-Solving Skills in Technology-Rich Environment in the STEM-Related Subbaccalaureate Programs in the United States
  5. https://ies.ed.gov/funding/grantsearch/details.asp?ID=3392
  6. University of Maryland Baltimore County
Public Discussion

Continue the discussion of this presentation on the Multiplex. Go to Multiplex

  • Icon for: Barbara Hopkins

    Barbara Hopkins

    Science Education Consultant
    May 10, 2022 | 08:57 a.m.

    Hello Maia:  I am interested in how your work helps to influence mathematics instruction. As a former district leader, our communities demonstrate the public perception that calculus is still the primary goal. At the same time, statistical literacy and introductory algebra are used almost daily in any field. I follow the work of Jo Boaler (Stanford) and love to see alternative mathematics pathways highlighted because I believe this traditional pathway limits a large percentage of our students and their career aspirations. Can you share how your work is making some of these broader impacts?

     
    2
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
    Zachary Bettersworth
  • Icon for: Maia Punksungka

    Maia Punksungka

    Lead Presenter
    Research Associate
    May 10, 2022 | 12:42 p.m.

    Hello, Barbara! Thank you for visiting our page and for your thoughtful question. I agree with you that traditional mathematic pathways often limit students and their career aspirations. It’s important that academic and career advisors advertise to students the number of well-paying jobs (e.g., practical nursing, advance manufacturing, IT technicians/support specialists) that require basic math skill and some college credential like a certificate or an associate degree.

    Our larger body of work looks at how community colleges develop students’ technical and basic skills (e.g., reading/writing and math) in these fields. Based on our preliminary findings, including interviews with community colleges, we found that some programs have components of basic math embedded in non-math-related courses. For example, math may be embedded in how to deliver medications to patients or how to gather and construct building materials. Ensuring that students have applied and hands-on experiences with basic math can limit their fear of math. Ultimately, these math embedded courses expose students to and improve their basic math skills, which is vital for students and their career aspirations. 

    Lastly, thank you for mentioning Jo Boaler. I, personally, have not heard of her work 'til now. I look forward to reading her materials and applying it to our work. If there are similar scholars like her, please let me know. I sincerely appreciate it. :-) 

  • Icon for: Brian Foley

    Brian Foley

    Facilitator
    Professor
    May 10, 2022 | 10:11 p.m.

    Students often think of math as just that thing they do in math class. I remember my science students would complain every time I made them do algebra or trigonometry.  But of course the point of learning math is to be able to solve problems in all sorts of contexts. You cant keep math in a box!  We need to copy what the writing teachers do and talk about math across the curriculum.

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Barbara Hopkins

    Barbara Hopkins

    Science Education Consultant
    May 10, 2022 | 11:57 p.m.

    I agree!  We need to demonstrate its value every day! Years ago, we ran a special program for kids and parents in one of our districts. We had our middle school students who struggled with reading, read to little elementary students in a one-hour library evening event that occurred weekly for about 6 weeks. While that was happening we ran workshops for the parents on things like nutritional snacks for little dollars, encouraging employable soft skills in children, growing student responsibility at home, and thinking out loud about the math you do everyday! We hoped it would help both parents and the children involved in many ways.

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Maia Punksungka

    Maia Punksungka

    Lead Presenter
    Research Associate
    May 12, 2022 | 10:29 a.m.

    Brian and Barbara -- I couldn't agree more! Keeping math in a box, as Brian mentioned, limits the ability of students to apply math in everyday context and critically problem-solve. 

    Brian, I'm curious to hear from you. What pedagogies do you recommend for postsecondary instructors to use when trying to promote basic math skills among college students including first-year college students and/or adult learners who may be struggling with basic math? 

  • Icon for: Brian Foley

    Brian Foley

    Facilitator
    Professor
    May 14, 2022 | 06:17 p.m.

    That's a big question for sure. But the key is probably to not assume that everyone has good numeracy skills. Take advantage of opportunities to articulate the uses (and processes) for using math across topics. Some students may be annoyed at discussion of supposedly remedial topics, but most of the students will appreciate the refresher. Often students who learn topics can benefit from more discussion about why we use the math we do.

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Maia Punksungka

    Maia Punksungka

    Lead Presenter
    Research Associate
    May 16, 2022 | 10:01 a.m.

    This is helpful information, Brian! Thanks so much for sharing. As part of my team's ongoing research, we ask postsecondary instructors some of the pedagogies they use to promote basic math skills among students who are struggling. Your suggestion is something I'll be on the lookout for as I continue to interview community college instructors. I am curious to see how many instructors do this. Thanks, again!

  • Icon for: Abigail Helsinger

    Abigail Helsinger

    Co-Presenter
    Senior Research Associate
    May 16, 2022 | 10:56 a.m.

    I love this thread. As a parent, I was constantly talking with my kids about reading, and the importance of it, while we were out in the world. We found letters while we drove. We read billboards. We read menus when we were out to eat. We read packages at the grocery store. Now I'm thinking of all the missed opportunities there were to treat math and numeracy the same way - speed limits, comparing prices, looking at gas prices per gallon, even talking about radio call numbers. Of course, we did some of that, but not nearly to the extent that we focused on reading/literacy skills. 

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Jena Barchas-Lichtenstein

    Jena Barchas-Lichtenstein

    Researcher
    May 11, 2022 | 09:28 a.m.

    Thanks so much for your work. I'm curious if you have more details about what some of those things look like in practice. For example, what are the contexts in which someone is "using advanced math or statistics" at home? (Are the people with more formal training simply more likely to recognize that's what they're doing when they're, e.g., making medical decisions?)

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Maia Punksungka

    Maia Punksungka

    Lead Presenter
    Research Associate
    May 12, 2022 | 10:16 a.m.

    Jena, thank you for visiting our page and for your thoughtful question. We gathered our data from the Program for International Assessment of Adult Competencies (PIAAC). After reviewing the background questionnaire, it looks like the question regarding advanced math and statistics ask: "In everyday life, how often do you use use more advanced math or statistics such as calculus, complex algebra, trigonometry or use of regression techniques?" It is likely that individuals with more formal training are likely to recognize when they are using advanced math or statistics at home. This point is well taken, and we'll continue to explore this in our ongoing project.

    For more details on the PIAAC dataset and what some of the other practices look like, you can visit the following website: https://www.oecd.org/skills/piaac/piaacdesign/ 

    Hope this is helpful!

  • Icon for: Kristin Flaming

    Kristin Flaming

    Higher Ed Faculty
    May 11, 2022 | 02:27 p.m.

    This is such a great project and easy to understand video. I teach Introductory Statistics and Experimental and just last week I had students reflect upon the skills that will transfer beyond the classroom. So many of them only see the software and technology as their transferrable skills from the courses. After the reflection I post a list of transferrable skills and real world examples because they just do not see how they use statistics, math, probability, etc. in their every day lives. 

    You mentioned imbedding basic math into courses. With our Passion-Driven Statistics model we have what we call a boot camp model that is a condensed version. We encourage more content related courses to embed a two week data driven project as a course project connected to the content of the course. I agree that the more we can show the interdisciplinary nature of math and statistics along with real world applications the more students will understand the impact of the fields on their daily lives.

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Maia Punksungka

    Maia Punksungka

    Lead Presenter
    Research Associate
    May 12, 2022 | 10:47 a.m.

    Thanks so much for visiting our page, Kristin! We're glad that you find this video easy to understand. The Passion-Drive Statistics model sounds like an engaging and productive way of embedding math and statistics in real world contexts. I'm excited to visit your page and watch your video on this. 

    Kristin, I'm curious to hear more about your pedagogy for promoting students' basic math skills as well as soft skills. In addition to the Passion-Driven Statistics model, how are you teaching your students these skills? How are you trying to get the message across that these other skills are equally important as the software and technology skills you mentioned?   

  • Icon for: Kristin Flaming

    Kristin Flaming

    Higher Ed Faculty
    May 12, 2022 | 01:51 p.m.

    Throughout the course I point out the application to the real-world and probe students for examples. When we cover percentiles we discuss how all parents from conception through the child's schooling they will need to understand percentiles.

    The practical and soft skills are inherent in the statistics and research process so simply engaging in the project throughout the semester automatically builds those learning experiences into the course in an engaging way.

    I find simply telling them they are going to learn xyz skill and then remind them of it when we are learning it or they are using it. For example, time management, problem-solving, using all resources available and learning when to ask questions, development of graphs/visuals and presentation skills and much more. 

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Maia Punksungka

    Maia Punksungka

    Lead Presenter
    Research Associate
    May 16, 2022 | 09:58 a.m.

    This is helpful information, Kristin! Thanks so much for sharing. I agree that telling students the importance of learning XYZ skill cuts out the process of guessing: "Why am I even doing this?" and gives students a greater sense of appreciation of the learning process and their newly acquired skill. 

  • Icon for: Ann Cavallo

    Ann Cavallo

    Facilitator
    Assistant Vice Provost and Director
    May 11, 2022 | 04:51 p.m.

     Thank you for this nice presentation and video. How did you determine non-users, at-home users, and your other categories - e.g. self-reported survey? What was the sample and demographics/characteristics of the participants? Also how do you plan to use this video in or for education? What is your overall goal for this project and how are you measuring attainment? Do you have any outcomes/findings to date? Thank you!

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Maia Punksungka

    Maia Punksungka

    Lead Presenter
    Research Associate
    May 12, 2022 | 11:21 a.m.

    Greats questions, Ann! We used data from the 2012/14/17 Program for International Assessment of Adult Competencies (PIAAC) restricted use file and latent class analysis to identity the non-users, at-home users, at-work users, and the hybrid users. Respondents were asked questions such as: "In everyday life, often do you use use more advanced math or statistics such as calculus, complex algebra, trigonometry or use of regression techniques?" etc. We had a final sample size of 5,220 adults aged 25-65 years old. Generally, the hybrid users had higher numeracy scores, middle-aged, White, born in the U.S., college educated, high income earners, and held a background in STEM. Of course, the sociodemographic characteristics varied by the types of users.

    This project is part of a larger study that examines the role of community colleges in promoting students' technical skills as well as basic skills. These community college students include first-year students and adult learners. We argue that regardless of technical skills, basic skills (e.g., reading/writing and math) are transferable and necessary for individual's socioeconomic growth and competitiveness in the labor market. Our project has three goals: (1) to identity the national skills distribution in the U.S., (2) to identity the skills distribution among community college students, and then compare it to that national distribution, and (3) to identity best programs and practices that promote students' basic skills as gathered from our interviews with the community colleges. Currently, we're still gathering our findings across the three areas of the project. To keep up with our work, feel free to connect with us via LinkedIn and Twitter, or check out the following IES website: https://ies.ed.gov/funding/grantsearch/details.asp?ID=3392 

    Finally, if you're curious to learn more about the PIAAC data, please visit the following website: https://www.oecd.org/skills/piaac/piaacdesign/ 

     
    1
    Discussion is closed. Upvoting is no longer available

    Ann Cavallo
  • Icon for: Ann Cavallo

    Ann Cavallo

    Facilitator
    Assistant Vice Provost and Director
    May 15, 2022 | 12:52 p.m.

    Thank you! Fantastic work - I look forward to following your research! 

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Chris Dede

    Chris Dede

    Higher Ed Faculty
    May 12, 2022 | 06:52 a.m.

    Barbara,

    this is an exciting project. We are planning to develop tools and insights from our work in the National Institute for Adult Education and Online Learning that may be helpful to you.

    + Reply

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Maia Punksungka

    Maia Punksungka

    Lead Presenter
    Research Associate
    May 12, 2022 | 11:22 a.m.

    Thanks so much for sharing, Chris! Excited to see how your work aligns with ours. 

  • Icon for: K. Renae Pullen

    K. Renae Pullen

    Facilitator
    Science Specialist
    May 12, 2022 | 12:14 p.m.

    Such a well produced and informative video! I'm interested in learning more about adults and their motivation to learn numeracy skills. 

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Maia Punksungka

    Maia Punksungka

    Lead Presenter
    Research Associate
    May 12, 2022 | 01:04 p.m.

    Thank you for visiting our page and for your thoughtful comment. We're hoping to look at motivation to learn constructs and numeracy skills. We're still in the data gathering phase right now. To follow our work, please follow us on LinkedIn or Twitter, or click on the following link: https://ies.ed.gov/funding/grantsearch/details.asp?ID=3392 

     
    1
    Discussion is closed. Upvoting is no longer available

    K. Renae Pullen
  • Icon for: K. Renae Pullen

    K. Renae Pullen

    Facilitator
    Science Specialist
    May 16, 2022 | 11:35 a.m.

    Will do. Thanks so much!

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Meixia Ding

    Meixia Ding

    Higher Ed Faculty
    May 16, 2022 | 01:24 p.m.

    Great project! It is very impressive to see how numeracy skills are used everywhere in daily life, especially in the STEM world! There is a concern in the math education field, that is, the role of "math" has been underplayed in many STEM-related school projects. In these projects (real-world situations), math is involved but the math concepts are not well discussed, which is not beneficial (and could even be harmful) for students' math learning.  Do you share this concern?  

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Maia Punksungka

    Maia Punksungka

    Lead Presenter
    Research Associate
    May 17, 2022 | 12:37 p.m.

    This is an interesting viewpoint. Unfortunately, I don't have enough information to form a view point. Would you be able to share more information, or your perspectives on how it could not be beneficial, or how it could be harmful to students' math learning? 

  • Icon for: Meixia Ding

    Meixia Ding

    Higher Ed Faculty
    May 17, 2022 | 01:02 p.m.

    Sure! Here are some interesting articles/reports:

    National Council of Supervisors of Mathematics and National Council of Teachers of Mathematics (NCSM & NCTM, 2018). Building STEM Education on a Sound Mathematical Foundation. Retrieved from https://www.nctm.org/Standards-and-Positions/Po...

    English, L. D. (2016). STEM Education K-12: Perspectives on Integration. International Journal of STEM Education 3(3), 1-8.

    Honey, M., Pearson, G. and Schweingruber, A. (2014). STEM integration in K-12 education: status, prospects, and an agenda for research. Washington: National Academies Press.

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Maia Punksungka

    Maia Punksungka

    Lead Presenter
    Research Associate
    May 17, 2022 | 02:50 p.m.

    Thanks so much for sharing! Excited to take a look at these materials and discuss it with my team. 

  • Icon for: Gabriela Rose

    Gabriela Rose

    Curriculum Developer
    May 17, 2022 | 08:56 a.m.

    This is a great video showing how mathematics is used everywhere, illustrating the importance of math education.   

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Maia Punksungka

    Maia Punksungka

    Lead Presenter
    Research Associate
    May 17, 2022 | 12:35 p.m.

    Thanks so much for viewing our video!

  • Icon for: Jane Jackson

    Jane Jackson

    Co-Director, ASU Modeling Instruction Pgrm
    May 17, 2022 | 02:42 p.m.

    Texas and Arizona legislatures are/were arguing over Algebra II -- should it continue to be required?  Or should probability/statistics be a required math course instead? What does your research indicate?  (Ref. Ted Dintersmith's book "What School Could Be", pages 32: (I quote him) "Almost every important life decision hinges on understanding probability and statistics. Almost none depends on algebra, trigonometry, geometry, or calculus -- the backbone of grade 7-12 math. Go figure."

     
    1
    Discussion is closed. Upvoting is no longer available

    Maia Punksungka
  • Icon for: Maia Punksungka

    Maia Punksungka

    Lead Presenter
    Research Associate
    May 17, 2022 | 02:57 p.m.

    Interesting! I have not heard of this before. Unfortunately, I don't have enough information regarding the 7-12th grade perspective, but I am happy to discuss the higher education perspective. Based on interviews we've had with the community colleges, including students, faculty, and employers, we found that both basic algebra and statistics are crucial for adults' numeracy skills and employment outcomes. Students who are in nursing, IT, engineering, etc., and obtaining two-year degrees or certificates have reported the importance of basic math for calculating dosages, delivering medication, troubleshooting computer data points, or constructing/evaluating buildings. Therefore, algebra, trigonometry, geometry would be dependent on the type of jobs students wish to have and if their prospective employers find them necessary to do the job. 

  • Icon for: Jane Jackson

    Jane Jackson

    Co-Director, ASU Modeling Instruction Pgrm
    May 17, 2022 | 04:50 p.m.

    Have you interviewed STEM corporations? Ted Dintersmith is an entrepreneur. He knows what math skills corporations want. wrote (on page 151), "... probability and statistics, computer programming, estimation, financial literacy, data analytics, decision analysis, algorithm structuring, problem-solving strategies, or digital fabrication."

  • Icon for: Jane Jackson

    Jane Jackson

    Co-Director, ASU Modeling Instruction Pgrm
    May 17, 2022 | 03:00 p.m.

    Policy makers want more calculus in high school. Does your research project distinguish between use of calculus and statistics?  Ted Dintersmith (PhD in engineering) in his book "What School Could Be" argues that, for high school, statistics is much more important than calculus (and I agree, based on my experience, having earned a PhD in physics). He says on page 151: "Other than high school calculus teachers, no adult in America performs by hand the low-level mechanics that comprise high school calculus. The few who use calculus professionally rely on computational resources to compute integrals and derivatives. The biggest calculus issue in our high schools is that TOO MANY [my caps] students take it, not too few, and that it's taught the wrong way." ... When most students take calculus, it's in lieu of statistics -- something of great value for career, citizenship, and personal decision making. Organizations don't need employees to do integrals by hand but are desperate fo data analytics expertise...."  What does YOUR research say about this?

  • Icon for: Jane Jackson

    Jane Jackson

    Co-Director, ASU Modeling Instruction Pgrm
    May 17, 2022 | 03:51 p.m.

    Barbara Hopkins lauded Jo Boaler of Stanford. I agree! 

    You asked for info on others with similar philosophy/approaches to Jo Boaler. Visit the Benezet Center at http://www.inference.org.uk/sanjoy/benezet/ for a powerful, memorable account of successful math education. (Sanjoy Mahajian, a PhD physicist, co-created the website. His website is https://www.sanjoymahajan.com/ .)

     

  • Icon for: Jane Jackson

    Jane Jackson

    Co-Director, ASU Modeling Instruction Pgrm
    May 17, 2022 | 07:08 p.m.

    Maia, you wrote, "we ask postsecondary instructors some of the pedagogies they use to promote basic math skills among students who are struggling." I highly recommend that you interview physics and chemistry faculty at Estrella Mountain Community College, in Avondale AZ. They use Modeling Instruction, an effective pedagogy to promote math skills (and much more!). The two lead faculty in physics and chemistry, respectively, are: dwain.desbien@estrellamountain.edu , and levi.torrison@estrellamountain.edu .