Math Faculty Survey - Fall 99 Course

Faculty Currently Teaching a STEMTEC Math Course (Fall 1999)

Your name
Institution
Department
Today's Date

 

STEMTEC Supported course you taught fall 1999 

 

Course # Course Title Sessions/Week Minutes/Session Lab a part of course?
  Yes     No

 

ASSESSMENT

The questions that follow are designed to help us learn how you used assessment in your fall 1999 STEMTEC.  In the context of this survey, assessment is the process of collecting information to be used to make educational decisions.

Methods Used to Collect Information

Information collection may be as informal as observing students' facial expressions and posture or as formal as written examination.

A-1   To help us learn about  the informal ways in which you have collected information on which to base decisions, please "click" in the boxes indicating the informal ways in which you have collected information.

Observing Students Working in Groups

Asking Students for Written Feedback

Asking Students Questions During Lectures

Observing Student Behavior During Lectures

Others (Please describe briefly below)

A-2   What are formal ways in which you have collected information? Please "click" in the boxes indicating all the formal ways in which you have collected information.

Hour Examinations

Quizzes Administered in Class

Take-home Quizzes

Problem Sets

Papers

Presentations in Class

Journals

Laboratory Reports

Portfolios

Others (Please describe briefly below)

A-3   How have you used the information that you have collected either formally or informally? Please "click" on the boxes in front of all the uses you have made of information collected either formally or informally.

Grading

Making On-the-spot modifications in plans for a class

Making Modifications in the Course Syllabus

Providing Feedback to the Class

 Providing Feedback to Individuals

Identifying Student Misconceptions

Evaluating Your Teaching Effectiveness

Evaluating the Effectiveness of the Course Textbook

Other (Please describe below)

 

Item or Exercise Types Used on Written Examinations and Quizzes

Selected response items or exercises are those that require students to select a correct response from a collection of possible responses. Multiple-choice items are the archetypical selected response item.

Constructed response items are items or exercises that require students to compose and record a response. Exercises requiring students to solve quantitative problems and show their work or to write an essay are examples of extend response exercises.

A-4 Have you administered a written examination in this STEMTEC course requiring at least one class period?

If the answer is no, click here to go to question A-5. Otherwise, answer question A-4a immediately below.

A-4a   Which of the following did the most recent  examination you gave  require your students to perform? Please “click” in the boxes indicating those things your students were asked to do.

Solve quantitative problems

Solve qualitative problems

Do Proofs

Fill blanks in Sentences with a Few Words

Write a Few Sentences in Response to a Question

Write a Short Essay

Design an Experiment or Investigation

Critique the Design of an Experiment or Investigation

Other (Please describe briefly below.)

A-4b  About what percent of the total points on the last examination you gave in this course was allocated to 

      Selected Response Items      %    

 

A-4c   About what percent of the total points on the last examination you gave in this course was allocated to    

     Constructed Response Items     %    

A-5 Did you give a written final examination in this STEMTEC course? If no, please click here to go to question A-6. Otherwise, answer question A-5a immediately below.

A-5a  Which of the following will your final examination require your students to perform? Please “click” in the boxes indicating those things your students were asked to do.

Solve quantitative problems

Solve qualitative problems

Do Proofs

Fill blanks in Sentences with a Few Words

Write a Few Sentences in Response to a Question

Write a Short Essay

Design an Experiment or Investigation

Critique the Design of an Experiment or Investigation

Other (Please describe briefly below.)

A-5b  About what percent of the total points on final examination did you allocate to        

      Selected Response Items      %    

 

A-5c About what percent of the total points on final examination did you to allocate to 

     Constructed Response Items     %    

Grading

A-6   What percent of the final grade in this course is based on the students performance/products in each of the following categories?

Performance/ Products

Percent of Final Grade

Ability to Work Effectively in Groups

%    

Class Participation

%    

Final Examination

%    

Examinations other than the Final Examination

%    

Pyramid Exams

%    

Quizzes Administered in Class

%    

Take-home Quizzes

%    

Problem Sets

%    

Papers

%    

Presentations in Class

%    

Journals

%    

Laboratory Reports

%    

Portfolios

%    

Reports on Projects Involving Empirical Investigations

%    

Reports on Library-type Research

%    

Other (describe briefly below)

%

 

 TEACHING PRACTICES ADVOCATED by STEMTEC

 

T-1. Three pedagogical practices advocated by STEMTEC for use in introductory courses in science and mathematics are:

students working in groups

inquiry

alternative forms of assessment

Please rate your understanding of each of the pedagogical practices on a scale from 1-5 where 1 is sufficient understanding to implement the strategy in a STEMTEC course and 5 is little or no understanding.

students working in groups

       Sufficient Understanding to Implement ....................................... Little or no Understanding

        1                 2                3            4                5               

inquiry

        Sufficient Understanding to Implement ....................................... Little or no Understanding

      1                 2                3                4               5                          

alternative forms of assessment

         Sufficient Understanding to Implement ....................................... Little or no Understanding

      1                 2                3                4               5                           

 T- 2  For the pedagogical practice that you understand best, please briefly respond to the following questions:

How would you describe the practice to your colleagues?

 

T-3  Based on what you know about how people learn,  how would you explain to your colleagues why this practice should improve student achievement?

 

 T-4  If you have implemented the practice, which of your  experiences with the practice would you share with your colleagues?

 

I-1. About how often this term have your students worked in pairs or small groups?

  Never      Rarely      About Half the Classes    Almost Every Class         Every Class

I-2. About how often this term did you speak to individual students or the class about teaching as a career?

  Never      Rarely      About Half the Classes    Almost Every Class         Every Class

 I-3. About how often this term did you assign a project requiring two or more weeks in preparation?

  Never      Rarely      About Half the Classes    Almost Every Class         Every Class

 I-4. About how often this term have your students engaged in peer tutoring?

   Never      Rarely      About Half the Classes    Almost Every Class         Every Class

 I-5. About how often this term did students teach a portion of your course?

  Never      Rarely      About Half the Classes    Almost Every Class         Every Class

I-6.  About how often do you apply teaching and assessment practices advocated by STEMTEC in other classes that you teach?

  Never      Rarely      About Half the Classes    Almost Every Class         Every Class

NATIONAL AND MASSACHUSETTS STANDARDS for K-12 MATHEMATICS

Standards for K-12 Mathematics were developed by the National Council of Teachers of Mathematics. The first of these standards were published in 1989 and are currently under revision.

S-1. How familiar are you with the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards published in 1989?

  I have read the NCTM standards.    I am aware the NCTM standards exit

 I was unaware that NCTM standards existed..  

S-2. How familiar are you with the National Council of Teachers of Mathematics (NCTM) revised

standards?

  I have read the revised NCTM standards.    I am aware the revised NCTM standards exit

 I was unaware that NCTM standards were under revision.

If you have some familiarity with the the NCTM standards or the draft revisions, please respond to questions S-2a and S-2b. If not, please click here to go to the section titled Massachusetts Curriculum Framework

S-2a. To what degree have the NCTM standards, either the original or draft revisions, influenced your choice of content for the STEMTEC course(s) you teach?

  No influence      Some influence    Considerable influence

                                                         

S-2b. To what degree have the NCTM standards, either the original or draft revisions, influenced your choice of teaching practices in the STEMTEC course(s) you teach?

  No influence      Some influence    Considerable influence

 

Massachusetts MATHEMATICS CURRICULUM FRAMEWORK

S-3. How familiar are you with the MATHEMATICS CURRICULUM FRAMEWORK?

   I have read the Massachusetts MATH FRAMEWORK    I am aware the Framework exists   I was unaware of the existence of the Framework..

If you have some familiarity with the MATHEMATICS CURRICULUM FRAMEWORK, please respond to questions S-3a and S-3b. If not, please click here to go the the section titled Mathematical Literacy.

          

S-3a. To what degree has the Massachusetts Mathematics Framework  influenced your choice of content for the STEMTEC course(s) you teach? 

  No influence      Some influence    Considerable influence

S-3b. To what degree has the Massachusetts Mathematics Framework     influenced your choice of teaching practices in the STEMTEC course(s) you teach?                               .   

  No influence      Some influence    Considerable influence

                                                     

MATHEMATICAL LITERACY

The list below contains facets of mathematical literacy described in national standards and by STEMTEC faculty.

            Mathematics as problem solving

            Mathematics as communication: Speaking

            Mathematics as communication: Writing

            Mathematics as reasoning

            Mathematical connections

            Algebra

            Functions

            Geometry from a synthetic perspective

            Geometry from an algebraic perspective

            Statistics

            Probability

            Trigonometry

            Discrete Mathematics

            Calculus

 

L-1 What are important facets of mathematics literacy that are not included in the list?

L-2 Which of the following do you think are important facets of mathematical literacy for all graduates of your institution?  Rate their relative importance  by selecting the button for Essential, Moderately Essential, or Least Essential in front of each item.     

Essential

Moderately 

essential

Least 

Essential

 

Mathematics as problem solving

Mathematics as communication: Speaking

Mathematics as communication: Writing

Mathematics as reasoning

Mathematical connections

Algebra

Functions

Geometry from a synthetic perspective

Geometry from an algebraic perspective

Statistics

Probability

Trigonometry

Discrete Mathematics

Calculus

L-3. Which of the following do you think are important facets of mathematical literacy for teachers of mathematics in grades 7-12? Rate their relative importance  by selecting the button for Essential, Moderately Essential, or Least Essential in front of each item.     

Essential

Moderately 

essential

Least 

Essential

 

Mathematics as problem solving

Mathematics as communication: Speaking

Mathematics as communication: Writing

Mathematics as reasoning

Mathematical connections

Algebra

Functions

Geometry from a synthetic perspective

Geometry from an algebraic perspective

Statistics

Probability

Trigonometry

Discrete Mathematics

Calculus

Please describe briefly how the preparation during the undergraduate years of individuals intending to be mathematicians should differ from the preparation of individuals intending to be mathematics teachers in grades 9-12.

 

TEACHING AS A CAREER

 T-1 About how many times this semester have you provided students in this class with information about teaching in grades K-12? 

                                                                                                            Never               Once or Twice                        Several

 If you provided your students with information please answer question T-2 below.  If you did not, please click here to go to question T-3.

 T-2. Please describe your approach to providing students with information or encouraging students to consider teaching in grades K-12 as a career.

 

 If you have answered T-2 above, please click here to skip to question T-4.

 T-3 Please describe briefly why you chose NOT to provide information or encourage teaching as a career.

 

T-4. Please describe briefly how the STEMTEC Project Staff might assist you making students in your STEMTEC supported courses more aware of teaching as a career.

 

 

T-5 About how often this term did you collaborate with K-12 Teachers? 

                                                                                                            Never               Once or Twice                        Several

  T-6 About how often this term did your students collaborate with K-12 Teachers?

                        Never               Once or Twice                        Several

 

THIS IS THE END OF THE SURVEY!

You can go back and modify your answers, or if you are done, click the next button:

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THANKS FOR YOUR CONSIDERATION AND PATIENCE!