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The goal of this project is to integrate computing technology into the mathematics classroom for Early Childhood Education students at Hostos Community College, CUNY (Hostos) through a team-based action research approach using artifacts developed by a team of faculty. These artifacts will include hands-on computer activities that incorporate R programming software and Excel for statistical analysis of data, which is an integral part of the gateway mathematics courses required for many students at Hostos. The primary objective of this project is to observe, document, and analyze the impact these artifacts have on increasing student’s technological competency and computational reasoning, while simultaneously developing a structure for professional development for additional faculty in the mathematics department to include technology in their courses.

INTRODUCTION

Students require immediate access to resources that enhance their learning in gateway statistics courses
Students benefit from working on real data sets because they increase engagement and retention, which in turn increases learning
Students gain essential career skills when the technological tools used in a course align with those used by employers
Students need to be aware of the limitations of statistics and technology, as well as the power they wield over people’s lives

KEY IDEAS

The largest conflicts that have arisen are as follows:

The first issue is the difficulty of integrating technology without sacrificing time to needed to support student learning of the required outcomes in the statistics gateway course

Early semester time is lost due to technological issues
Technology use varies across topics
Learning technology detracts from focus on concepts

The second issue is the varied levels of technological proficiency across students and faculty and these disparities in level of comfort with technology can enhance or detract away from the implementation of Excel and R programming in statistics

Time spent troubleshooting varies by student
Ability to troubleshoot issues live in class varies by faculty

PROBLEMS OF PRACTICE

CURRENT PROGRESS

Non-essential topics are being removed from the curriculum to facilitate more time for technological exploration
Shift in focus to conceptual understanding and away from computational skills that technology can handle
Reframing of the course as more project-based, with mini-projects for learning and a final project integrated into course requirements that necessitate technology use and discussion
Review of student responses to the integration of technology – many have responded positively regarding the use of Excel
Struggles with the implementation of R has provided a need for the creation of OER workbooks for R programming similar to those already developed for Excel (which are undergoing revision as well)

REFERENCES

Czarnocha, B. (2016). Teaching Research New York City Model (TR/NYCity).

Sandoval, W. (2014). Conjecture mapping: An approach to systematic educational design

research. Journal of the Learning Sciences, 23(1), 18-36.

Wu, J., & Chen, D. T. (2018). Refining conjecture mapping for design-based research.

ACKNOWLEDGMENTS

CITE Team: Thank you for all your support, both financially and for pushing us to think more carefully and often about our work in CITE. The framework you have provided has improved our thinking about centering equity in this work and continues to guide our revisions.

Hostos Family: Thank you to Jacqueline DiSanto for introducing us all to CITE, to Nieves Angulo for ensuring the schedule of courses needed for this project, to the advisors for promoting these courses to ECE students, to the Registrar for highlighting these courses for ECE students in the course attributes, and to the Office of Academic Affairs for providing space to engage in this work

Drs. AJ Stachelek, Olen Dias, William Baker, & Edme Soho

Developing Computing Technology in Gateway Mathematics Courses

for Students in the Early Childhood Education Program

How do you balance the introduction of new technology with the learning outcomes that are essential learning in the course?
What are some pre- and post-surveys that are developed to measure comfort level with technology? What do you use to see if individuals increase in their comfort with technology?
How do you onboard new faculty who are not part of CITE that are nevertheless needed due to the number of sections offered?
How do you support students in accessing the resources needed to support them in using the technology in these courses? (i.e. laptops, chromebooks, etc)

Link to Jamboard for Questions

DISCUSSION QUESTIONS

Figure 2. Jamboard Student Activity: Self-Identification of Ethnicity

Figure 4. Jamboard Student Activity: Initial Perceptions of Games of Chance

Figure 3a. Student Mini-Project: R Program Histograms of Ages

Figure 3b. Student Mini-Project: Excel Histograms of Ages

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