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IMPACT in Action 3- Contribution of Global Mathematicians

  • 1.  IMPACT in Action 3- Contribution of Global Mathematicians

    Posted 02-05-2021 11:49:00
    Edited by Karen Gaines 02-28-2021 13:05:26

    1) How do you integrate stories of international mathematicians into the curriculum to create a spark in students' learning?

    2) How do you involve  underrepresented-minoritized students into your classroom learning?  Do you have any success stories to share?



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    Shane Tang
    Associate Professor
    Salt Lake CC, West Jordan Campus
    West Jordan UT
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  • 2.  RE: IMPACT in Action 3- Contribution of Global Mathematicians

    Posted 02-05-2021 17:11:00
    I put information about prominent mathematicians, from different parts of the world, in announcements and talk about them in my classes when opportunities arise.

    Below is an example that I posted.

    Mathematician Srinivasa Ramanujan

    Srinivasa Ramanujan (22 December 1887 - 26 April 1920) was a poor Hindu who lived in India under British rule. He had no formal training in abstract mathematics and failed to complete college. Through self-study of a few mathematics books and his love of mathematics, he explored and discovered mathematics in ways that were unconventional to contemporary mathematicians because he was unable to write down the proofs that other mathematicians could understand and verify them. He included his theorems in letters to many mathematicians. Most people ignored him. The English mathematician G. H. Hardy considered Ramanujan to be a mathematician of the highest caliber after a single look at the theorems that he wrote. G. H. Hardy found ways to assist Ramanujan to go to England to receive formal training in mathematics.

    Ramanujan compiled 3,900 identities and equations in his life. Nearly all his claims are now proven to be correct though they were considered as novel initially.

    Ramanujan overcame poverty, loneliness, malnutrition, sickness, and racial discrimination by his high concentration in solving mathematical problems, the love and support of his family and friends, and his devotion to his religion.

    To learn more about Srinivasa Ramanujan, watch the movie "The man who knew infinity" or visit
    https://en.wikipedia.org/wiki/Srinivasa_Ramanujan.

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    Shane Tang
    Associate Professor
    Salt Lake CC, West Jordan Campus
    West Jordan UT
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  • 3.  RE: IMPACT in Action 3- Contribution of Global Mathematicians

    Posted 02-07-2021 12:31:00
    Great idea! When there are movies about Mathematicians, students relate to them better.
    In my Contemporary Math class, I teach cryptography and show them a video about code breakers from UK. Students have often heard about Turing from the movie, "The imitation game".
    While teaching exponentials, I mention Euler briefly, but haven't yet shared his story.

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    Manisha Ranade
    Santa Fe College
    Gainesville FL
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  • 4.  RE: IMPACT in Action 3- Contribution of Global Mathematicians

    Posted 02-06-2021 12:35:00
    TO BE DONE IN A CLASSROOM: One of my favorite projects is to have students make a poster of a mathematician they have something in common with.  I have very detailed guidelines - they need to include at least 4 interesting facts (these will be judged by their peers) with citations of where they came from, has to be on poster board of a particular size, lettering for the mathematician's name has to be a certain size (there is a cool linear relationship of lettering size to distance from viewer they have to look up).  Their name goes on the back.  I number the posters with Post-Its and give the students a grading sheet.  The rubric is on the grading sheet to help guide their scoring.  We do a "museum walk" where they go around the room, check out each other's posters and grade them.  I average the grading sheets to get the score for the assignment - they almost always come out just how I would have scored them.  Students will work so much harder to impress each other than they will to impress me!

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    Debbie Hill
    Sierra College
    Rocklin CA
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  • 5.  RE: IMPACT in Action 3- Contribution of Global Mathematicians

    Posted 02-07-2021 12:17:00
    This is a cool way to engage students. Can this be done online? Do students find commonality with the Mathematicians?

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    Manisha Ranade
    Santa Fe College
    Gainesville FL
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  • 6.  RE: IMPACT in Action 3- Contribution of Global Mathematicians

    Posted 02-07-2021 12:49:00
    They do!  I give them suggestions like: has the same first name or last name, is from the same country, is the same gender, has the same birthday (there is a website where you can check but they are mostly old, white men), etc.  I always learn interesting things, too!  Transgender students can find someone like them, as can International students.

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    Debbie Hill
    Sierra College
    Rocklin CA
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  • 7.  RE: IMPACT in Action 3- Contribution of Global Mathematicians

    Posted 02-08-2021 11:44:00
    Edited by Karen Gaines 02-28-2021 13:05:26
    Debbie-
    I love the idea of how you create inclusion with this exercise so that students can feel more accepted in class, and thus will be able to more easily find their place for learning in the course. In times when we have discussions about race and inequity, this is a small but important step of action that everyone can try out in their math classroom no matter what level (as you indicated in another response). It is remarkable how you were able to accomplish such strong student involvement.

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    Barbara Leitherer
    Professor of Mathematics
    CC of Baltimore County - Essex
    Baltimore MD
    bleitherer@ccbcmd.edu
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  • 8.  RE: IMPACT in Action 3- Contribution of Global Mathematicians

    Posted 02-07-2021 17:11:00
    I like this idea.  Are there particular class(es) you've used this as part of?

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    Carrie Muir, Ph.D. (she/her)
    Chair, Mathematics Department
    Whatcom Community College
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  • 9.  RE: IMPACT in Action 3- Contribution of Global Mathematicians

    Posted 02-07-2021 17:32:00
    We (usually) have a hands-on, activity-based class designed for CTE majors who just need a math class to graduate.  I am always trying to figure out how to get them more engaged with the class and this is always a highlight.

    I have also done it in Intermediate Algebra and College Algebra and would do it in a Calculus course - really any class.  It does take about 30 minutes (depending on the size of the class) but it is so worth it for the energy it generates.  I leave the posters up for the rest of the semester.

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    Debbie Hill
    Sierra College
    Rocklin CA
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  • 10.  RE: IMPACT in Action 3- Contribution of Global Mathematicians

    Posted 02-09-2021 16:42:00
    Thank you so much, Debbie. Your project engaged students to actively search for mathematicians whom they can relate to.

    I would like to share how I involved underrepresented-minoritized students in learning mathematics.

    I believe all students can succeed in mastering mathematics. During my teaching career, I am blessed to have many of my students won mathematics competitions locally, regionally, and nationally. These were typical students who had poor mathematics instructions before and were unsure about their abilities. Some were born in the United States; some were not. They consist of many different races.

    I strive to treat each of them with dignity and respect. In the classroom, I ensure that all students are allowed to ask questions or to give comments. I strive to give each an equal opportunity to succeed.

    A few years ago, I had the honor of teaching Lassis, who had recently come from Africa. It was a large class. I strived to interact with all of my students. One day after class, Lassis asked me if he should finish the semester because some people claimed that his English was not good enough. I told him that I was treated the same way and encouraged him to continue.
    After the semester, when I learned of a math competition, I emailed my A-grade students, including Lassis, to invite them to compete. Lassis doubted his mathematical ability and worried about his English skills. I encouraged him again. He competed and won first place at the regional and state competition and represented Utah to compete nationally. With his permission, I shared our photo with you.
    A photo of Lassis and Shane.Lassis (left) and Shane (right)


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    Shane Tang
    Associate Professor
    Salt Lake CC, West Jordan Campus
    West Jordan UT
    ------------------------------