Funded by an ATE grant from the National
Science Foundation:
Presenter:
Doug Gardner: RCC Math Deptartment Chair
2 Aspects of our study
Applied Technical Mathematics Book
 Summer Math Institute
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Can we design an applied math
curriculum and offer
professional development
sufficient for math teachers
who do not have a CTE
background?
Contextualizing Career Technical Education in Math
National Science Foundation
CTE = Career Technical Education
NSF = National Science Foundation
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NSF Project: two aspects/ two levels of education
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Curriculum:
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Dissemination of curriculum
Professional development
Community College
High School
Coordination:
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Agenda: Daily:
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Framed the math topic
In college lab doing project
 Electronics, Welding, Manufacturing, Construction, Diesel
 Practiced the Math used from the text book
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Post- SMI: follow up professional learning community
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Will contextualized curriculum increase
student success in terms of progression in math
classes? Comprehension and application of
math in CTE program of study?
Does contextualized teaching energize and
increase efficacy of teachers in high school and
community college.
NSF-RCC-SMI
This school year, I am using the textbook and have had great success
thus far. This curriculum and the real world examples have not only
allowed students to see the connection between math and the CTE
fields, but also helped them to realize that it is not just another class
that they need to pass in order to graduate.
– Shayna Dortch, Math and Computer Science Teacher, Prospect
Charter School
NSF-RCC-SMI
This summer session opened my eyes to the many applications in CTE
programs that can be brought into an Algebra and Geometry
classroom. These students can never ask that common question of,
“When will I ever use it?”
– Kathy Alexander, Math Teacher, Eagle Point High School
Student Testimonies:
• “This is the first math class I have passed
( got a “C” or better on.)”
• Several students who failed Geometry horribly
last year have connected with this curriculum &
methods and now consistently have earned a “C.”
A 5th year senior sees a purpose in learning
the math from the applied problems, and her
dreams of graduating are coming true.
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Students who have been successful taking
more advanced math courses have enjoyed
the hands on and applied approach to
learning.
Elliptical Arch
Average Weight
Math 63 Activity Section 1.4:
Radar Gun Simulation
Materials: Tape Measures, Timers, Marbles, Tape
The speed of a car can be determined by measuring the
distance it travels in a short period of time.
Distance:
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Time:
Speed (MPH)
Speed (KPH
by measuring the distance it travels in a short
period of time.
Radar Gun Simulation
Math 63 Activity Section 2.1: Sheet Metal Rectangular Prism Design
Materials: Paper, Rulers, Scissors, Tape
Directions: Use the volume formula to design and build a rectangular
prism with a volume of 192 cm3. Include dimensions on your box. One
possible lay out for the 6 sides is shown.
Extension: Design and build a rectangular prism with a surface area of
240 cm2.
Students:
 Keep remarking about the connections to CTE
courses they are taking.
 Are more willing to participate in class.
 Have never doubted the validity of what they
are learning.
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Students:
 Are motivated and happy to work on activities.
 Are interested.
 Are engaged in learning.
 Participate in cooperative learning and small
group work which promotes team building.
 Talk about activities and share ideas.
 Have the time to discover new ideas.
 Get out of the classroom on occasion.
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Instructors:
Have a difficult decision in choosing which high
quality activity to use.
 Change teaching style from lecture to discovery
approach.
 Become more of a facilitator than director.
 Create a revolutionary way to grade homework.
 Have camaraderie with CTE teachers who often give
advice and come to help present a topic or explain
how a tool or instrument is used.
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OACTE Presenters:
Doug Gardner - dgardner@roguecc.edu
Summer Math Institute 2014:
June 16 -17 Rogue Community College