Deliver A Curriculum With Appropriate Discipline Specific Skill Sets
The curriculum will provide students with opportunities to develop the skills typically required of professionals in the area of study.
Objective
Ability To Conduct Research In Mathematical Sciences
Students will participate in faculty directed research including and disseminate their results publicly.
Indicator
Undergraduate Research Projects
Students will participate in faculty directed research including the planning, literature search, and public dissemination of results.
Criterion
Presentations
At least 10 undergraduate students participating in undergraduate research projects will give presentations at mathematics conferences.
Finding
Student Presentations
During the 2009-2010 academic year, 18 undergraduate students gave presentations at mathematics conferences.
Criterion
Use Of Media
All students giving presentations at conferences will use electronic media (powerpoint, websites) to present their research.
Finding
Use Of Media - Results
All presentations were done with Powerpoint.
Action
The Future Of Undergraduate Research At SHSU
The department exceeded its expectations in regards to the number of student presentations at professional conferences (we expected 10 students to present at conferences, 18 students presented at conference). We will continue to increase the number of student presentations by applying for grants from the National Science Foundation to support additional students with their undergraduate research.
Objective
Communicating Mathematical Results In Writing
In Mth364 (Mathematical Thought) Students will apply, in the appropriate context, the following methods of proof: direct proof, proof by contradiction, proof by contraposition, and proof by induction. In Mth363 (Euclidean Geometry) Students will complete a project requiring proofs and the use of technology. In Mth467, the student will write an essay outlining a major theme in the history of mathematics.
Indicator
Course Assessment - Mth364
All students enrolled in the program are required to complete Mth 364. Students will be administered a final exam developed and aprroved by the department faculty. The exam will contain theorems they will need to prove by the methods mentioned in the objective.
Criterion
Mathematical Induction
On the final exam, 70% of the students will receive a score of 4 or better on a proof by mathematical induction according to attached rubric.
Finding
Results - Mathematical Induction
6 out of 17 students (35%) received a score of 4 or 5 on a proof by induction on their final exam.
Criterion
Direct Proof.
On the final exam, 70% of the students will receive a score of 4 or better on a direct proof according to attached rubric.
Finding
Results - Direct Proof
6 out of 17 students scored a 4 or 5 on a direct proof on their final exam.
Criterion
Proof By Contradiction
On the final exam, 70% of the students will receive a score of 4 or better on a proof by contradiction according to attached rubric.
Finding
Results - Proof By Contradiction
13 of 17 students (76%) received a score of 4 or 5 on a proof by contradiction on their final exam.
Criterion
Proof By Contraposition
On the final exam, 70% of the students will receive a score of 4 or better on a proof by contraposition according to attached rubric.
Finding
Results - Proof By Contraposition
8 of 17 students (47%) received a score of 4 or 5 on a proof by contraposition on their final exam.
Indicator
Mth363 Project
Students will complete a project on the role of proof and technology in communicating mathematics.
Criterion
Project Assessment
At the end of the semester, 70% of the students submitting their project will receive a grade of 8 or better according to the attached rubric.
Finding
Student Success Rate.
There were 13 of the 14 projects submitted (93%) received a grade of 8 or better.
Indicator
Mth467 Paper
Students will be administered a final exam which in which they will be required to write two essays: one that outlines one of the major historical themes in mathematics, the second must give biographical and mathematical details about a given mathematician.
Criterion
Essay On Historical Theme In Mathematics
On the final exam, 70% of the students will receive a score of 2 or 3 on an essay that describes a historical theme in mathematics according to the rubric provided.
Finding
Results - Mathematical Themes
9 of 14 students (64%) received a score of 2 or 3 on a question related to mathematical themes on their final exam.
Criterion
Biographical Essay
On the final exam, 70% of the students will receive a score of 2 or 3 an essay that provides biographical and mathematical details about a given mathematician, based on the attached rubric.
Finding
Results - Biographical Essay
12 of 14 students (85%) received a score of 2 or 3 on their biographical essay.
Action
Implications - Methods Of Proof
Our findings were inconsistent. We exceeded our expectations for student performance in Mth 363 and Mth 467 (biographical essay). However, we fell short of our expectations for student performance in Mth 364 and slightly short for Mth 467 (mathematical themes). Our greatest concern rest with Mth 364 as the course material addresses a fundamental aspect of mathematical knowledge, methods of proof. In fall of 2010, chair and faculty will discuss and adopt measures designed to improve student learning, such as increasing the amount of classroom attention given to methods of proof, implementing earlier testing of methods of proof prior to the final exam, providing students with more tutorial help, etc. The measures will be implemented in the beginning of the Spring 2011 semester and the corresponding data collected and analyzed at the end of the Spring 2011 semester.
Implications - Communicating Mathematical Ideas We exceeded our expectations for Mth 363 and Mth 467 (Biographical essay). However, we fell slightly short of our expectations for Mth 467 (historical themes). Unlike the quantitative exams administered in Mth 363, Mth 467 relies on qualitative exams. We do not currently have a grading rubric for Mth 467. Such a rubric would allow us to identify themes we deem important and that may be in need of greater classroom attention. In fall 2010 chair and faculty will develop a rubric for Mth 467.
Objective
Communicating Mathematics Through Media
Students seeking teaching certification will also develop the ability to communicate mathematical ideas through visual media and a variety of technology.
Indicator
Undergraduate Research Projects
Students will participate in faculty directed research including the planning, literature search, and public dissemination of results.
Criterion
Presentations
At least 10 undergraduate students participating in undergraduate research projects will give presentations at mathematics conferences.
Finding
Student Presentations
During the 2009-2010 academic year, 18 undergraduate students gave presentations at mathematics conferences.
Criterion
Use Of Media
All students giving presentations at conferences will use electronic media (powerpoint, websites) to present their research.
Finding
Use Of Media - Results
All presentations were done with Powerpoint.
Indicator
Mth363 Project
Students will complete a project on the role of proof and technology in communicating mathematics.
Criterion
Project Assessment
At the end of the semester, 70% of the students submitting their project will receive a grade of 8 or better according to the attached rubric.
Finding
Student Success Rate.
There were 13 of the 14 projects submitted (93%) received a grade of 8 or better.
Action
Implications - Communicating With Media.
The department exceeded its expectations in regards to the number of student presentations at professional conferences (we expected 10 students to present at conferences, 18 students presented at conference). We will continue to increase the number of student presentations by applying for grants from the National Science Foundation to support additional students with their undergraduate research
Objective
Communicating Mathematical Ideas
In Mth363 (Euclidean Geometry) and Mth467 (History of Mathematics) students will demonstrate their communication of mathematical ideas through projects or essays.
Indicator
Mth363 Project
Students will complete a project on the role of proof and technology in communicating mathematics.
Criterion
Project Assessment
At the end of the semester, 70% of the students submitting their project will receive a grade of 8 or better according to the attached rubric.
Finding
Student Success Rate.
There were 13 of the 14 projects submitted (93%) received a grade of 8 or better.
Indicator
Mth467 Paper
Students will be administered a final exam which in which they will be required to write two essays: one that outlines one of the major historical themes in mathematics, the second must give biographical and mathematical details about a given mathematician.
Criterion
Essay On Historical Theme In Mathematics
On the final exam, 70% of the students will receive a score of 2 or 3 on an essay that describes a historical theme in mathematics according to the rubric provided.
Finding
Results - Mathematical Themes
9 of 14 students (64%) received a score of 2 or 3 on a question related to mathematical themes on their final exam.
Criterion
Biographical Essay
On the final exam, 70% of the students will receive a score of 2 or 3 an essay that provides biographical and mathematical details about a given mathematician, based on the attached rubric.
Finding
Results - Biographical Essay
12 of 14 students (85%) received a score of 2 or 3 on their biographical essay.
Action
Implications - Communicating Mathematical Ideas
We exceeded our expectations for Mth 363 and Mth 467 (Biographical essay). However, we fell slightly short of our expectations for Mth 467 (historical themes). Unlike the quantitative exams administered in Mth 363, Mth 467 relies on qualitative exams. We do not currently have a grading rubric for Mth 467. Such a rubric would allow us to identify themes we deem important and that may be in need of greater classroom attention. In fall 2010 chair and faculty will develop a rubric for Mth 467.
Objective
Foundation Areas - Calculus I
Mth142 (Calculus I): Students will demonstrate the following knowledge and skills: differentiation of standard mathematical functions, apply the Fundamental Theorem of Calculus to evaluate integrals, and use calculus techniques to solve optimization problems.
Indicator
Course Assessment - Mth142
All students enrolled in the program are required to complete Mth 142. Students will be administered a final exam developed and aprroved by the department faculty. The exam will require them to demonstrate the knowledge and skills mentioned in the objective.
Criterion
Differentiation Of Mathematical Functions
On the final exam. 70% of the students will provide the correct derivative for a given mathematical function.
Finding
Results Related To Differentiation Of Functions.
57 of 73 students (78%) were able to correctly differentiate a given function on the final exam.
Criterion
Fundamental Theorem Of Calculus
On the final exam. 70% of the students will correctly use the Fundamental Theorem of Calculus to evaluate a given integral.
Finding
Results Related To Using The Fundamental Theorem Of Calculus
47 of 73 students (64%) correctly used the Fundamental Theorem of Calculus to evaluate an integral.
Criterion
Optimization Using Calculus Techniques
On the final exam, 70% of the students will use the appropriate calculus techniques to solve an optimization problem.
Finding
Results Related To Optimization
34 of 73 students (47%) set up equations to be optimized and found the appropriate critical value correctly.
Action
Actions For 2011-2012
Last year's percentages were 47%, 78%, and 64% respectively. So the first two items experienced a decrease, while the third item had a modest increase.
Last year, we noted:
It is clear from the data collected that Calculus I students are somewhat adept at symbolic manipulation, but still lack the necessary mathematical insight needed to apply these skills.
The results this year bear still support that conclusion. Since the problems used weren't exactly the same, it is not really possible to determine if the drop in two of the critera are significant, the nature of the problems themselves, or the random nature of testing.
Last year, we also wrote: In fall of 2010 chair and faculty will discuss and adopt measures designed to improve student learning in Mth 142, such as increasing the amount of classroom attention given to applied skills, implementing earlier testing of applied skills prior to the final exam, providing students with more tutorial help, etc.
These discussions did take place with increased tutorial help being strongly stressed. The fact that there was, essentially, no real change in performance may mean the changes we implemented were not sufficient or, if sufficient, then perhaps their implementation lacked impact.
One possible change that will be discussed is making on-line homework available for students. The tutorial aspect of this may help students.
Goal
Deliver A Curriculum With Appropriate Discipline Specific Knowledge
The curriculum will address the discipline specific knowledge dictated by professional societies and/or professionals in the workforce.
Objective
Ability To Conduct Research In Mathematical Sciences
Students will participate in faculty directed research including and disseminate their results publicly.
Indicator
Undergraduate Research Projects
Students will participate in faculty directed research including the planning, literature search, and public dissemination of results.
Criterion
Presentations
At least 10 undergraduate students participating in undergraduate research projects will give presentations at mathematics conferences.
Finding
Student Presentations
During the 2009-2010 academic year, 18 undergraduate students gave presentations at mathematics conferences.
Criterion
Use Of Media
All students giving presentations at conferences will use electronic media (powerpoint, websites) to present their research.
Finding
Use Of Media - Results
All presentations were done with Powerpoint.
Action
The Future Of Undergraduate Research At SHSU
The department exceeded its expectations in regards to the number of student presentations at professional conferences (we expected 10 students to present at conferences, 18 students presented at conference). We will continue to increase the number of student presentations by applying for grants from the National Science Foundation to support additional students with their undergraduate research.
Objective
Foundation Areas - Mathematical Thought
Mth364 (Mathematical Thought): Students will apply, in the appropriate context, the following methods of proof: direct proof, proof by contradiction, proof by contraposition, and proof by induction.
Indicator
Course Assessment - Mth364
All students enrolled in the program are required to complete Mth 364. Students will be administered a final exam developed and aprroved by the department faculty. The exam will contain theorems they will need to prove by the methods mentioned in the objective.
Criterion
Mathematical Induction
On the final exam, 70% of the students will receive a score of 4 or better on a proof by mathematical induction according to attached rubric.
Finding
Results - Mathematical Induction
6 out of 17 students (35%) received a score of 4 or 5 on a proof by induction on their final exam.
Criterion
Direct Proof.
On the final exam, 70% of the students will receive a score of 4 or better on a direct proof according to attached rubric.
Finding
Results - Direct Proof
6 out of 17 students scored a 4 or 5 on a direct proof on their final exam.
Criterion
Proof By Contradiction
On the final exam, 70% of the students will receive a score of 4 or better on a proof by contradiction according to attached rubric.
Finding
Results - Proof By Contradiction
13 of 17 students (76%) received a score of 4 or 5 on a proof by contradiction on their final exam.
Criterion
Proof By Contraposition
On the final exam, 70% of the students will receive a score of 4 or better on a proof by contraposition according to attached rubric.
Finding
Results - Proof By Contraposition
8 of 17 students (47%) received a score of 4 or 5 on a proof by contraposition on their final exam.
Action
Implications - Methods Of Proof
Our findings were inconsistent. We exceeded our expectations for student performance in Mth 363 and Mth 467 (biographical essay). However, we fell short of our expectations for student performance in Mth 364 and slightly short for Mth 467 (mathematical themes). Our greatest concern rest with Mth 364 as the course material addresses a fundamental aspect of mathematical knowledge, methods of proof. In fall of 2010, chair and faculty will discuss and adopt measures designed to improve student learning, such as increasing the amount of classroom attention given to methods of proof, implementing earlier testing of methods of proof prior to the final exam, providing students with more tutorial help, etc. The measures will be implemented in the beginning of the Spring 2011 semester and the corresponding data collected and analyzed at the end of the Spring 2011 semester.
Implications - Communicating Mathematical Ideas We exceeded our expectations for Mth 363 and Mth 467 (Biographical essay). However, we fell slightly short of our expectations for Mth 467 (historical themes). Unlike the quantitative exams administered in Mth 363, Mth 467 relies on qualitative exams. We do not currently have a grading rubric for Mth 467. Such a rubric would allow us to identify themes we deem important and that may be in need of greater classroom attention. In fall 2010 chair and faculty will develop a rubric for Mth 467.
Objective
Foundation Areas For Certification Majors
Students seeking secondary certification will acquire the same general foundation knowledge as students not seeking certification.
Indicator
Course Assessment - Mth364
All students enrolled in the program are required to complete Mth 364. Students will be administered a final exam developed and aprroved by the department faculty. The exam will contain theorems they will need to prove by the methods mentioned in the objective.
Criterion
Mathematical Induction
On the final exam, 70% of the students will receive a score of 4 or better on a proof by mathematical induction according to attached rubric.
Finding
Results - Mathematical Induction
6 out of 17 students (35%) received a score of 4 or 5 on a proof by induction on their final exam.
Criterion
Direct Proof.
On the final exam, 70% of the students will receive a score of 4 or better on a direct proof according to attached rubric.
Finding
Results - Direct Proof
6 out of 17 students scored a 4 or 5 on a direct proof on their final exam.
Criterion
Proof By Contradiction
On the final exam, 70% of the students will receive a score of 4 or better on a proof by contradiction according to attached rubric.
Finding
Results - Proof By Contradiction
13 of 17 students (76%) received a score of 4 or 5 on a proof by contradiction on their final exam.
Criterion
Proof By Contraposition
On the final exam, 70% of the students will receive a score of 4 or better on a proof by contraposition according to attached rubric.
Finding
Results - Proof By Contraposition
8 of 17 students (47%) received a score of 4 or 5 on a proof by contraposition on their final exam.
Indicator
Mth363 Project
Students will complete a project on the role of proof and technology in communicating mathematics.
Criterion
Project Assessment
At the end of the semester, 70% of the students submitting their project will receive a grade of 8 or better according to the attached rubric.
Finding
Student Success Rate.
There were 13 of the 14 projects submitted (93%) received a grade of 8 or better.
Indicator
Mth467 Paper
Students will be administered a final exam which in which they will be required to write two essays: one that outlines one of the major historical themes in mathematics, the second must give biographical and mathematical details about a given mathematician.
Criterion
Essay On Historical Theme In Mathematics
On the final exam, 70% of the students will receive a score of 2 or 3 on an essay that describes a historical theme in mathematics according to the rubric provided.
Finding
Results - Mathematical Themes
9 of 14 students (64%) received a score of 2 or 3 on a question related to mathematical themes on their final exam.
Criterion
Biographical Essay
On the final exam, 70% of the students will receive a score of 2 or 3 an essay that provides biographical and mathematical details about a given mathematician, based on the attached rubric.
Finding
Results - Biographical Essay
12 of 14 students (85%) received a score of 2 or 3 on their biographical essay.
Indicator
Course Assessment - Mth142
All students enrolled in the program are required to complete Mth 142. Students will be administered a final exam developed and aprroved by the department faculty. The exam will require them to demonstrate the knowledge and skills mentioned in the objective.
Criterion
Differentiation Of Mathematical Functions
On the final exam. 70% of the students will provide the correct derivative for a given mathematical function.
Finding
Results Related To Differentiation Of Functions.
57 of 73 students (78%) were able to correctly differentiate a given function on the final exam.
Criterion
Fundamental Theorem Of Calculus
On the final exam. 70% of the students will correctly use the Fundamental Theorem of Calculus to evaluate a given integral.
Finding
Results Related To Using The Fundamental Theorem Of Calculus
47 of 73 students (64%) correctly used the Fundamental Theorem of Calculus to evaluate an integral.
Criterion
Optimization Using Calculus Techniques
On the final exam, 70% of the students will use the appropriate calculus techniques to solve an optimization problem.
Finding
Results Related To Optimization
34 of 73 students (47%) set up equations to be optimized and found the appropriate critical value correctly.
Action
Implications - Methods Of Proof
Our findings were inconsistent. We exceeded our expectations for student performance in Mth 363 and Mth 467 (biographical essay). However, we fell short of our expectations for student performance in Mth 364 and slightly short for Mth 467 (mathematical themes). Our greatest concern rest with Mth 364 as the course material addresses a fundamental aspect of mathematical knowledge, methods of proof. In fall of 2010, chair and faculty will discuss and adopt measures designed to improve student learning, such as increasing the amount of classroom attention given to methods of proof, implementing earlier testing of methods of proof prior to the final exam, providing students with more tutorial help, etc. The measures will be implemented in the beginning of the Spring 2011 semester and the corresponding data collected and analyzed at the end of the Spring 2011 semester.
Implications - Communicating Mathematical Ideas We exceeded our expectations for Mth 363 and Mth 467 (Biographical essay). However, we fell slightly short of our expectations for Mth 467 (historical themes). Unlike the quantitative exams administered in Mth 363, Mth 467 relies on qualitative exams. We do not currently have a grading rubric for Mth 467. Such a rubric would allow us to identify themes we deem important and that may be in need of greater classroom attention. In fall 2010 chair and faculty will develop a rubric for Mth 467.
Action
Implications - Communicating Mathematical Ideas
We exceeded our expectations for Mth 363 and Mth 467 (Biographical essay). However, we fell slightly short of our expectations for Mth 467 (historical themes). Unlike the quantitative exams administered in Mth 363, Mth 467 relies on qualitative exams. We do not currently have a grading rubric for Mth 467. Such a rubric would allow us to identify themes we deem important and that may be in need of greater classroom attention. In fall 2010 chair and faculty will develop a rubric for Mth 467.
Objective
Communicating Mathematical Ideas
In Mth363 (Euclidean Geometry) and Mth467 (History of Mathematics) students will demonstrate their communication of mathematical ideas through projects or essays.
Indicator
Mth363 Project
Students will complete a project on the role of proof and technology in communicating mathematics.
Criterion
Project Assessment
At the end of the semester, 70% of the students submitting their project will receive a grade of 8 or better according to the attached rubric.
Finding
Student Success Rate.
There were 13 of the 14 projects submitted (93%) received a grade of 8 or better.
Indicator
Mth467 Paper
Students will be administered a final exam which in which they will be required to write two essays: one that outlines one of the major historical themes in mathematics, the second must give biographical and mathematical details about a given mathematician.
Criterion
Essay On Historical Theme In Mathematics
On the final exam, 70% of the students will receive a score of 2 or 3 on an essay that describes a historical theme in mathematics according to the rubric provided.
Finding
Results - Mathematical Themes
9 of 14 students (64%) received a score of 2 or 3 on a question related to mathematical themes on their final exam.
Criterion
Biographical Essay
On the final exam, 70% of the students will receive a score of 2 or 3 an essay that provides biographical and mathematical details about a given mathematician, based on the attached rubric.
Finding
Results - Biographical Essay
12 of 14 students (85%) received a score of 2 or 3 on their biographical essay.
Action
Implications - Communicating Mathematical Ideas
We exceeded our expectations for Mth 363 and Mth 467 (Biographical essay). However, we fell slightly short of our expectations for Mth 467 (historical themes). Unlike the quantitative exams administered in Mth 363, Mth 467 relies on qualitative exams. We do not currently have a grading rubric for Mth 467. Such a rubric would allow us to identify themes we deem important and that may be in need of greater classroom attention. In fall 2010 chair and faculty will develop a rubric for Mth 467.
Objective
Foundation Areas - Calculus I
Mth142 (Calculus I): Students will demonstrate the following knowledge and skills: differentiation of standard mathematical functions, apply the Fundamental Theorem of Calculus to evaluate integrals, and use calculus techniques to solve optimization problems.
Indicator
Course Assessment - Mth142
All students enrolled in the program are required to complete Mth 142. Students will be administered a final exam developed and aprroved by the department faculty. The exam will require them to demonstrate the knowledge and skills mentioned in the objective.
Criterion
Differentiation Of Mathematical Functions
On the final exam. 70% of the students will provide the correct derivative for a given mathematical function.
Finding
Results Related To Differentiation Of Functions.
57 of 73 students (78%) were able to correctly differentiate a given function on the final exam.
Criterion
Fundamental Theorem Of Calculus
On the final exam. 70% of the students will correctly use the Fundamental Theorem of Calculus to evaluate a given integral.
Finding
Results Related To Using The Fundamental Theorem Of Calculus
47 of 73 students (64%) correctly used the Fundamental Theorem of Calculus to evaluate an integral.
Criterion
Optimization Using Calculus Techniques
On the final exam, 70% of the students will use the appropriate calculus techniques to solve an optimization problem.
Finding
Results Related To Optimization
34 of 73 students (47%) set up equations to be optimized and found the appropriate critical value correctly.
Action
Actions For 2011-2012
Last year's percentages were 47%, 78%, and 64% respectively. So the first two items experienced a decrease, while the third item had a modest increase.
Last year, we noted:
It is clear from the data collected that Calculus I students are somewhat adept at symbolic manipulation, but still lack the necessary mathematical insight needed to apply these skills.
The results this year bear still support that conclusion. Since the problems used weren't exactly the same, it is not really possible to determine if the drop in two of the critera are significant, the nature of the problems themselves, or the random nature of testing.
Last year, we also wrote: In fall of 2010 chair and faculty will discuss and adopt measures designed to improve student learning in Mth 142, such as increasing the amount of classroom attention given to applied skills, implementing earlier testing of applied skills prior to the final exam, providing students with more tutorial help, etc.
These discussions did take place with increased tutorial help being strongly stressed. The fact that there was, essentially, no real change in performance may mean the changes we implemented were not sufficient or, if sufficient, then perhaps their implementation lacked impact.
One possible change that will be discussed is making on-line homework available for students. The tutorial aspect of this may help students.
Goal
Deliver A Curriculum That Emphasizes Communication Skills
The curriculum will provide students with opportunities to develop the appropriate speaking and writing skills to function as a professional in the area.
Objective
Communicating Mathematics Through Media
Students seeking teaching certification will also develop the ability to communicate mathematical ideas through visual media and a variety of technology.
Indicator
Undergraduate Research Projects
Students will participate in faculty directed research including the planning, literature search, and public dissemination of results.
Criterion
Presentations
At least 10 undergraduate students participating in undergraduate research projects will give presentations at mathematics conferences.
Finding
Student Presentations
During the 2009-2010 academic year, 18 undergraduate students gave presentations at mathematics conferences.
Criterion
Use Of Media
All students giving presentations at conferences will use electronic media (powerpoint, websites) to present their research.
Finding
Use Of Media - Results
All presentations were done with Powerpoint.
Indicator
Mth363 Project
Students will complete a project on the role of proof and technology in communicating mathematics.
Criterion
Project Assessment
At the end of the semester, 70% of the students submitting their project will receive a grade of 8 or better according to the attached rubric.
Finding
Student Success Rate.
There were 13 of the 14 projects submitted (93%) received a grade of 8 or better.
Action
Implications - Communicating With Media.
The department exceeded its expectations in regards to the number of student presentations at professional conferences (we expected 10 students to present at conferences, 18 students presented at conference). We will continue to increase the number of student presentations by applying for grants from the National Science Foundation to support additional students with their undergraduate research
Objective
Communicating Mathematical Results In Writing
In Mth364 (Mathematical Thought) Students will apply, in the appropriate context, the following methods of proof: direct proof, proof by contradiction, proof by contraposition, and proof by induction. In Mth363 (Euclidean Geometry) Students will complete a project requiring proofs and the use of technology. In Mth467, the student will write an essay outlining a major theme in the history of mathematics.
Indicator
Course Assessment - Mth364
All students enrolled in the program are required to complete Mth 364. Students will be administered a final exam developed and aprroved by the department faculty. The exam will contain theorems they will need to prove by the methods mentioned in the objective.
Criterion
Mathematical Induction
On the final exam, 70% of the students will receive a score of 4 or better on a proof by mathematical induction according to attached rubric.
Finding
Results - Mathematical Induction
6 out of 17 students (35%) received a score of 4 or 5 on a proof by induction on their final exam.
Criterion
Direct Proof.
On the final exam, 70% of the students will receive a score of 4 or better on a direct proof according to attached rubric.
Finding
Results - Direct Proof
6 out of 17 students scored a 4 or 5 on a direct proof on their final exam.
Criterion
Proof By Contradiction
On the final exam, 70% of the students will receive a score of 4 or better on a proof by contradiction according to attached rubric.
Finding
Results - Proof By Contradiction
13 of 17 students (76%) received a score of 4 or 5 on a proof by contradiction on their final exam.
Criterion
Proof By Contraposition
On the final exam, 70% of the students will receive a score of 4 or better on a proof by contraposition according to attached rubric.
Finding
Results - Proof By Contraposition
8 of 17 students (47%) received a score of 4 or 5 on a proof by contraposition on their final exam.
Indicator
Mth363 Project
Students will complete a project on the role of proof and technology in communicating mathematics.
Criterion
Project Assessment
At the end of the semester, 70% of the students submitting their project will receive a grade of 8 or better according to the attached rubric.
Finding
Student Success Rate.
There were 13 of the 14 projects submitted (93%) received a grade of 8 or better.
Indicator
Mth467 Paper
Students will be administered a final exam which in which they will be required to write two essays: one that outlines one of the major historical themes in mathematics, the second must give biographical and mathematical details about a given mathematician.
Criterion
Essay On Historical Theme In Mathematics
On the final exam, 70% of the students will receive a score of 2 or 3 on an essay that describes a historical theme in mathematics according to the rubric provided.
Finding
Results - Mathematical Themes
9 of 14 students (64%) received a score of 2 or 3 on a question related to mathematical themes on their final exam.
Criterion
Biographical Essay
On the final exam, 70% of the students will receive a score of 2 or 3 an essay that provides biographical and mathematical details about a given mathematician, based on the attached rubric.
Finding
Results - Biographical Essay
12 of 14 students (85%) received a score of 2 or 3 on their biographical essay.
Action
Implications - Methods Of Proof
Our findings were inconsistent. We exceeded our expectations for student performance in Mth 363 and Mth 467 (biographical essay). However, we fell short of our expectations for student performance in Mth 364 and slightly short for Mth 467 (mathematical themes). Our greatest concern rest with Mth 364 as the course material addresses a fundamental aspect of mathematical knowledge, methods of proof. In fall of 2010, chair and faculty will discuss and adopt measures designed to improve student learning, such as increasing the amount of classroom attention given to methods of proof, implementing earlier testing of methods of proof prior to the final exam, providing students with more tutorial help, etc. The measures will be implemented in the beginning of the Spring 2011 semester and the corresponding data collected and analyzed at the end of the Spring 2011 semester.
Implications - Communicating Mathematical Ideas We exceeded our expectations for Mth 363 and Mth 467 (Biographical essay). However, we fell slightly short of our expectations for Mth 467 (historical themes). Unlike the quantitative exams administered in Mth 363, Mth 467 relies on qualitative exams. We do not currently have a grading rubric for Mth 467. Such a rubric would allow us to identify themes we deem important and that may be in need of greater classroom attention. In fall 2010 chair and faculty will develop a rubric for Mth 467.
Objective
Ability To Conduct Research In Mathematical Sciences
Students will participate in faculty directed research including and disseminate their results publicly.
Indicator
Undergraduate Research Projects
Students will participate in faculty directed research including the planning, literature search, and public dissemination of results.
Criterion
Presentations
At least 10 undergraduate students participating in undergraduate research projects will give presentations at mathematics conferences.
Finding
Student Presentations
During the 2009-2010 academic year, 18 undergraduate students gave presentations at mathematics conferences.
Criterion
Use Of Media
All students giving presentations at conferences will use electronic media (powerpoint, websites) to present their research.
Finding
Use Of Media - Results
All presentations were done with Powerpoint.
Action
The Future Of Undergraduate Research At SHSU
The department exceeded its expectations in regards to the number of student presentations at professional conferences (we expected 10 students to present at conferences, 18 students presented at conference). We will continue to increase the number of student presentations by applying for grants from the National Science Foundation to support additional students with their undergraduate research.
Objective
Communicating Mathematical Ideas
In Mth363 (Euclidean Geometry) and Mth467 (History of Mathematics) students will demonstrate their communication of mathematical ideas through projects or essays.
Indicator
Mth363 Project
Students will complete a project on the role of proof and technology in communicating mathematics.
Criterion
Project Assessment
At the end of the semester, 70% of the students submitting their project will receive a grade of 8 or better according to the attached rubric.
Finding
Student Success Rate.
There were 13 of the 14 projects submitted (93%) received a grade of 8 or better.
Indicator
Mth467 Paper
Students will be administered a final exam which in which they will be required to write two essays: one that outlines one of the major historical themes in mathematics, the second must give biographical and mathematical details about a given mathematician.
Criterion
Essay On Historical Theme In Mathematics
On the final exam, 70% of the students will receive a score of 2 or 3 on an essay that describes a historical theme in mathematics according to the rubric provided.
Finding
Results - Mathematical Themes
9 of 14 students (64%) received a score of 2 or 3 on a question related to mathematical themes on their final exam.
Criterion
Biographical Essay
On the final exam, 70% of the students will receive a score of 2 or 3 an essay that provides biographical and mathematical details about a given mathematician, based on the attached rubric.
Finding
Results - Biographical Essay
12 of 14 students (85%) received a score of 2 or 3 on their biographical essay.
Action
Implications - Communicating Mathematical Ideas
We exceeded our expectations for Mth 363 and Mth 467 (Biographical essay). However, we fell slightly short of our expectations for Mth 467 (historical themes). Unlike the quantitative exams administered in Mth 363, Mth 467 relies on qualitative exams. We do not currently have a grading rubric for Mth 467. Such a rubric would allow us to identify themes we deem important and that may be in need of greater classroom attention. In fall 2010 chair and faculty will develop a rubric for Mth 467.