Graphing as a Tool to Build Mathematical Understanding in Chemistry

Proportional reasoning, particularly in the forms of understanding ratios and relationships between covarying quantities, is critical to student success in general chemistry. Students use this reasoning when doing unit conversions, performing stoichiometry calculations, and thinking about phenomena such as electrostatic forces or the relationship between temperature and average kinetic energy. This is an area where students enrolled in non-credit-bearing-remedial (NCBR) algebra courses often struggle.

Problematizing: Understanding the Nature of Mathematical Uncertainty

Problematizing, in which students address problematic situations that encourage uncertainties in mathematics, is an important but often neglected principle of productive disciplinary engagement. We share a new framework for mathematical uncertainty as a tool to understand how problematizing occurs in the middle school mathematics classroom.

Submitted by Taren Going on

Productive Disciplinary Engagement: Digital Affordances for Open Problems in Middle School Mathematics

Building on Connected Mathematics, a widely adopted and researched middle school mathematics curriculum, this design research project aims to examine how the affordances of digital environments can allow for productively scaffolded open problems. The project involves the construction of software to promote productive disciplinary engagement and learning in mathematics through use of "just-in-time" supports, which scaffold open problems to allow for broad student engagement without compromising depth.

Dow STEM Scholars Program: From Persistence and Surviving to Thriving in STEM

Dow STEM Scholars Program (DSS) is a grant initiative, funded by the Herbert H. and Grace A. Dow Foundation, to increase in number of STEM graduates in Michigan. Dow Scholars must major in an approved STEM major, be a Michigan resident and place into MTH 1825, intermediate algebra. With a combination of specialized classes- DSS MTH 103 and CEM 121 classes, peer mentoring, intrusive advising, DSS Freshman Seminar, and our socioemotional and academic support, our students are indeed persisting at a higher rate than predicted for students who enter MSU placed into Math 1825.

Submitted by Jonglim Yoo on