6258 Views (as of 05/2023)
  1. Margaret (Midge) Cozzens
  2. http://dimacs.rutgers.edu/~midgec/
  3. Distinguished Research Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. Rutgers University
  1. Tamra Carpenter
  2. http://dimacs.rutgers.edu/~tcar/
  3. Research Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. Rutgers University
  1. Roberta Hunter
  3. Graduate Student
  4. Presenter’s NSFRESOURCECENTERS
  5. Rutgers University

Mathematical and Computational Tools for Planning for a Sustainable Future

NSF Awards: 1220022, 1503414

2018 (see original presentation & discussion)

Grades 9-12

Our project on Mathematical and Computational Methods for Planning for a Sustainable Future (PS-Future) is developing modules for high school classrooms that engage students in sustainability topics of personal relevance while illustrating the use of mathematical and computational methods in the many facets of planning for sustainability. The modules can be flexibly included in a variety of classes, particularly those in mathematics, environmental science, and biology. Problems in sustainability can be complex and multi-disciplinary. Project research is exploring the use of the the PMC-2E (Phenomenon, Mechanism, Component, Explanation, and Evidence) representation framework to help students gain a a more accessible and generalizable understanding of mathematics, computing, and science concepts, ultimately contributing to a deeper conception of sustainability by students and to better, research-informed practices for materials development.

 

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Discussion from the 2018 STEM for All Video Showcase (21 posts)
  • Icon for: Margaret (Midge) Cozzens

    Margaret (Midge) Cozzens

    Lead Presenter
    Distinguished Research Professor
    May 13, 2018 | 06:31 p.m.

    I hope you enjoy the video.  We have enjoyed developing these modules, which have been field tested in classrooms across the country, in math classes, biology class and environmental science classes.  Contact us if you wish to use the modules in your classes.  See the flyer for contact information or email me directly.

    Midge Cozzens

     
    1
    Discussion is closed. Upvoting is no longer available

    Ateng' Ogwel
  • Icon for: Margaret (Midge) Cozzens

    Margaret (Midge) Cozzens

    Lead Presenter
    Distinguished Research Professor
    May 14, 2018 | 08:46 a.m.

    I would appreciate learning of other modules developed which integrated STEM and CS.

    Midge

  • Icon for: Roberta Hunter

    Roberta Hunter

    Co-Presenter
    Graduate Student
    May 14, 2018 | 11:41 a.m.

    I am part of the research team. If you have any questions on the research aspect or how we are using conceptual representations with students, I am happy to answer!

     

    Roberta

  • Icon for: Eric Hamilton

    Eric Hamilton

    Researcher
    May 14, 2018 | 06:09 p.m.

    This is simply excellent - real-world, rigorous, STEM-rich, engaging. Thank you for sharing.

  • Icon for: Margaret (Midge) Cozzens

    Margaret (Midge) Cozzens

    Lead Presenter
    Distinguished Research Professor
    May 14, 2018 | 07:50 p.m.

    Thanks Eric

  • Icon for: Courtney Arthur

    Courtney Arthur

    Facilitator
    May 14, 2018 | 07:29 p.m.

    I really like how these modules connect math and science. It is such a benefit for students to be exposed to cross-conceptual concepts and this project really drives this home.

     

  • Icon for: Margaret (Midge) Cozzens

    Margaret (Midge) Cozzens

    Lead Presenter
    Distinguished Research Professor
    May 14, 2018 | 07:52 p.m.

    Courtney

    Our evaluators, Laura Sample McMeeking at CSU and Andrea Weinberg at ASU are doing a lot of research work with interdisciplinary STEM education.  Thanks for the comment.

    Midge

  • Icon for: Danielle Espino

    Danielle Espino

    IC4 Project Manager
    May 15, 2018 | 01:59 a.m.

    Kudos Midge, Tamra and Roberta-- well made video and very descriptive!  I appreciate that this provides classrooms with the tools to connect mathematical and computational methods with real life application to sustainable issues-- an excellent synergy of learning.  Thank you for your work.  Curious, what are some of the key adjustments to the modules that have come as a result of the field tests so far?

  • Icon for: Tamra Carpenter

    Tamra Carpenter

    Co-Presenter
    Research Professor
    May 15, 2018 | 11:49 a.m.

    Hi Danielle, Thanks so much! To elaborate a bit on Midge's comments below, the Prototyping Workshop that she mentioned is an early test of the materials with a group of students. During the summer, after the materials are written but not yet polished, we "hire" a group of about 20 high school students who "test drive" the activities. Teachers teach selected parts of the modules to this group of students who give feedback on what they liked and what they didn't, and they make suggestions for improvements. The workshop is held for a week during the summer, and students are paid a small stipend for their participation. They are told from the outset that they are part of the materials development process, and they have made some great suggestions -- usually to let us know what resonated and what didn't or if something was confusing or superflous.

  • Icon for: Margaret (Midge) Cozzens

    Margaret (Midge) Cozzens

    Lead Presenter
    Distinguished Research Professor
    May 15, 2018 | 08:46 a.m.

    Thanks Danielle

    One of the more interesting findings from field testing occurred during field testing of the computational thinking modules where we had to be more explicit about the types of classrooms and to some extent teachers using them.  One of the modules (actually one I co-authored) was used in Mississippi in a technology class taught by an English teacher.  The module did not go over very well and even the use of an xcel spread sheet was challenging.  They ended up doing the first unit of the module only, which actually worked.

    This has not happened with the PS-Future modules so far.  Mostly we pick up typos or suggested additions.  The prototyping workshops with students often produce areas where more explanation is needed. 

    Thanks  for the questionsion.

    Midge

  • Icon for: Dave Barnes

    Dave Barnes

    Facilitator
    Associate Executive Director
    May 15, 2018 | 04:50 p.m.

    Very interesting!  I'm intrigued and excited about your ability to bring meaningful content and concepts together from multiple disciplines in single learning modules and especially the integration of mathematics without it being relegated to just histograms and scatter plots. Geometry in the Passive Solar Building Design module is evident.  Could you share what mathematics is used/developed in a number of the other modules and any insights on how this use of mathematics impacts the students and/or teachers?

  • Icon for: Margaret (Midge) Cozzens

    Margaret (Midge) Cozzens

    Lead Presenter
    Distinguished Research Professor
    May 15, 2018 | 07:04 p.m.

    Thanks Dave

    I will comment briefly.  Passive Solar includes both geometry and elementary trigonometry, Weather Generators includes probability extensively, Going Batty makes use of statistics and modeling with the SRS model, and Water Games uses elementary game theory and algebra.  Water hydrology has a focus on geometry, and Alien species makes use of exponentials and other algebra techniques.  Each module incorporates some mathematical modelling.  Nimby makes use of functions, probability, and various decision theory techniques.  Urban Sustainability - Heat Islands covers the gamut.

    Students become engaged in solving the problem and become eager to learn the math they need.

    Midge

  • Icon for: Dave Barnes

    Dave Barnes

    Facilitator
    Associate Executive Director
    May 17, 2018 | 02:46 p.m.

    Thanks Midge.  I'v very intrigued about the real integration and application across disciplines.  Wonderful work!

    Dave

  • Icon for: Margaret (Midge) Cozzens

    Margaret (Midge) Cozzens

    Lead Presenter
    Distinguished Research Professor
    May 17, 2018 | 06:50 p.m.

    Thanks Dave

    If you want to talk more about this let me know.

    Midge

  • Icon for: Louis Gross

    Louis Gross

    Facilitator
    Director and Professor
    May 15, 2018 | 04:53 p.m.

    Midge et al., Thanks for a fascinating and very well-constructed video that touches on many aspects of the interdisciplinary connections of math and biology. You described very effectively and quickly several challenging issues and how they relate to high school math - great job! I'm suspect it is too early in the project to have any formal evaluation results, but can you say a bit about how previous efforts on modules such as these (and NSF has supported many modules over the years) perhaps guided how you moved forward in developing these? Are there some lessons you can pass on to others interested in developing similar modules in other STEM areas? 

    Thanks,

           Lou

  • Icon for: Margaret (Midge) Cozzens

    Margaret (Midge) Cozzens

    Lead Presenter
    Distinguished Research Professor
    May 15, 2018 | 06:55 p.m.

    Thanks Lou

    I think one of the important things we learned from the other module projects  and in this one is that teachers are learners too.  Our modules are written so that math teachers learn the science and science teachers learn the math from the modules.  Numerous teachers have commented that they better understand how their students learn from these experiences.  They get excited about the material and transfer this excitement to their students.  The modules are thus written in a way that no one feels they "should have know something".  Having students use the materials in the summer prototyping workshop helps authors understand where more explanation is needed for both teachers and students. 

    Midge

  • Icon for: Louis Gross

    Louis Gross

    Facilitator
    Director and Professor
    May 16, 2018 | 10:04 a.m.

    Midge, thanks for the details on this. Great to know that there is a process of piloting these and a process of modification based on these. 

  • Icon for: Laura Sample McMeeking

    Laura Sample McMeeking

    Researcher
    May 16, 2018 | 11:15 a.m.

    I am part of the Evaluation team for this project. Our evaluation has centered on 1) understanding the experiences and perceptions of teachers who are field testing the modules so our module authors can improve them, and 2) exploring how teachers integrate STEM (including adaptations they make, supports they receive, and barriers they must overcome). If you have any questions about our work, please don't hesitate to ask!

     

    Laura

  • Icon for: Ronald Greenberg

    Ronald Greenberg

    Higher Ed Faculty
    May 17, 2018 | 03:03 p.m.

    Nice to see your ongoing work (in addition to VCTAL). I think you may also be interested in the ongoing work of the CTSTEM group

    (http://ct-stem.northwestern.edu)

  • Icon for: Margaret (Midge) Cozzens

    Margaret (Midge) Cozzens

    Lead Presenter
    Distinguished Research Professor
    May 17, 2018 | 06:45 p.m.

    Thanks Ron

    It is good to touch base with you again. I will definitely look at your project.  We are about to be awarded a project to provide online professional development in CT for high school teachers. Once it is official I will send you more information.

    Midge

  • Icon for: Martha Merson

    Martha Merson

    Informal Educator
    May 19, 2018 | 09:55 p.m.

    Hi Midge, You got me engaged right away--bats are one of the gregarious species the iSWOOP project has focused on (our first video for the STEMforAll showcase featured the bats of Carlsbad Caverns. (This year our film is about monarch butterflies though. Have you seen it?) 

    http://stemforall2018.videohall.com/presentatio..., iSWOOP Transforms 

    I wonder how you decided on the narrator. Is anyone collecting interviews with the students? It would be great to hear their voices. 

    Martha

     

  • Further posting is closed as the event has ended.