Assignment 1 Math 5103 Ongoing, Formative Assessment in Authentic Learning Environments
Ongoing, formative assessment is often proposed as a strategy for evaluating and understanding what students have learned. It is also a valuable form of reflection for our students.
Use the following prompts to write an original post:
- How does ongoing, formative assessment fit with an integrated, authentic learning opportunity for your own instruction?
- Provide an example of a formative assessment item for a concept in geometry. What information do you hope to gain from the assessment?
- How would you use what you learn to improve your instruction and student performance?
Comment on the posts of at least two classmates. APA citations are required only for the original response.
Assignment 2 5103
Where Will I Ever Use This?’ Math Walk
Submit the assignment by 11:59 PM PT Sunday of Module 4.
If we look closely, we see examples of potential mathematics connections and problems to solve all around us, even in the fields of data and statistics.
Consider these statistics about walking:
- “To burn off a plain M&M candy, you would need to walk the length of a football field.
- The average human walking speed is 3.1 miles per hour.
- A typical pair of tennis shoes lasts for 500 miles of walking” (Greater Mercer TMA, 2018, para. 2).
For this assignment, you will take a physical or virtual “math walk.” This is a stroll in a real or digital space in which you observe your surroundings and think about the mathematical connections you see.
You will document your observations, solve one related mathematics problem, and comment on a connection to data and/or statistics in a tour-guide-type narrated audiovisual presentation.
Step 1 Plan and describe your physical or virtual math walk. A physical math walk might be around a block, through a park, or from one area of a shopping mall to another. A virtual math walk might be visiting several websites to explore a region of the world you’ve always wanted to visit or to investigate a topic of interest to you.
Step 2 On your journey, document your observations. You may also want to snap photographs to include in your presentation. Look for patterns, compare shapes and sizes, estimate quantities, or think about calculating distances, areas, or volumes.
Find at least one connection to data or statistics in your surroundings.
Create at least eight mathematics problem-posing questions about what you see or experience.
Example problem-posing questions on a physical math walk might be, “How long is this trail? How wide is it? How much concrete was needed for this trail?”
Step 3. Select one question to answer with mathematics procedures and estimated measurements or data. Include appropriate sketches or diagrams to illustrate the problem. Show the steps of your solution and state any assumptions you made to simplify the problem.
Tip: You may create your sketches/diagrams and solve the problem using technology. Or you may write them on paper and then photograph or scan them as digital images for your presentation.
Step 4 Write two important interpretations or conclusions about your data and/or statistics observation.
Step 5 Compile your work into a narrated audiovisual presentation including:
- at least eight problem-posing questions,
- your description (or photo) and interpretation or conclusion about a data or statistics observation, and
- your solution to one of the mathematical problems posed by your questions.
Select a digital tool to create your narrated presentation with supporting slides or other visuals. See potential presentation tools in the ACE Digital Tools Center.
Create slides or other visuals to present the information you developed. A best practice is to compose a script or talking points to use while recording the narration. Use a conversational tone as if you are a tour guide for a person or group taking your journey.
Practice your presentation and then record it.
Step 6 Submit your audiovisual presentation using the appropriate assignment submission type (i.e., File Upload, Web URL, or Text Entry) for your product. (ACE recommends Kaltura for submitting video assignments regardless of the recording tool.)
If you submit a URL, ensure it provides access to your product without restriction.
Resource:
Investigating Problem-Posing During Math Walks in Informal Learning SpacesLinks to an external site. – Min Wang & Candace Walkington
Wang, M., & Walkington, C. (2023). Investigating problem-posing during math walks in informal learning spaces. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1106676Links to an external site.
Please read the Assignment GuidelinesLinks to an external site. before you begin working.
Rubric
Master's Presentation Rubric v.3
| Criteria | Ratings | Pts | ||||
|---|---|---|---|---|---|---|
This criterion is linked to a Learning OutcomeConceptual Understanding/ Focus and Purpose |
| 20 pts | ||||
This criterion is linked to a Learning OutcomeAnalysis, Evaluation and Use of Evidence to Support Presentation |
| 30 pts | ||||
This criterion is linked to a Learning OutcomeOrganization and Cohesion |
| 30 pts | ||||
This criterion is linked to a Learning OutcomeProfessional Delivery of Presentation/Product |
| 10 pts | ||||
This criterion is linked to a Learning OutcomeScholarly Writing/APA Format |
| 10 pts | ||||
Total Points: 100 |