UChicago Math Pedagogy Seminar
Time: Wednesday 1:30 - 2:30 PM
Location: Eckhart 207A
Organizers: Sarah Ziesler and Beniada Shabani
Spring 2025
March 26 |
No Seminar
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April 2 |
Math Education and Cognitive Load Theory in the Age of AI (Selma Yildirim, UChicago)
Abstract:
Looking at class materials through the lens of Cognitive Load Theory can help instructors increase learning efficiency by considering cognitive load theory effects. Originally developed by Sweller in 1980s, the theory is expanded to other fields including multimedia instruction. Similarly, using Gen AI tools in Math classes requires a careful refining process by considering these cognitive load effects so that classroom learning can be supported in new ways in the age of AI.
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April 9 |
Teaching at its best (chapters 9, 22)
(Subhadip Chowdhury, UChicago)
Abstract:
In this meeting, we will discuss the book "Teaching at Its Best : A Research-Based Resource for College Instructors" by Linda B. Nilsen and Todd D. Zakrajsek. Subhadip Chowdhury will be the discussion leader/facilitator. The focus will be on
- Chapter 9: Enhancing student motivation;
- Chapter 22: Integrating styles and modes of learning.
Note that the reading is from the new edition found here. If you would like a copy of the chapters from this edition, please email me at bshabani@uchicago.edu. Please attend having read the designated material.
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April 16 |
TBA (Charlie Cunningham, UChicago)
Abstract:
TBA
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April 23 |
No Seminar
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April 30 |
TBA (Hannah Lant and Shaunna McLeod, Department of Chemistry, UChicago)
Abstract:
TBA
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May 7 |
TBA (MurphyKate Montee, Carleton College)
Abstract:
TBA
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May 15 |
Panel on examples in math courses for Econ majors (Charlie Cunningham, Harris Khan, Stephen Yearwood, UChicago)
Abstract:
A panel of Charlie Cunningham, Harris Khan and Stephen Yearwood will talk about their experience in teaching courses taken by Economics majors, and examples they use to motivate those students.
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May 21 |
No Seminar
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Winter 2025
January 8 |
The Language of Mathematics (Sarah Ziesler, UChicago)
Abstract:
Prior to college, any proofs that students have seen most likely have barely included words - symbolic proofs in high school algebra, two-column proofs in high school geometry. Learning how to communicate mathematically is challenging for students and that challenge is sometimes exacerbated by the interaction with everyday language. There are rules that govern mathematical discourse that can clash with everyday language usage, leading to confusion and poorly communicated arguments. In this seminar we will discuss examples and possible strategies to overcome this issue.
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January 15 |
No Seminar
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January 22 |
Observing and Giving Feedback on Teaching (Amanda M. Jungels, Joseph Lampert, CCTL - UChicago)
(Open to instructional faculty only.)
Abstract:
In this workshop, we will think through practices to make the most of a classroom observation for evaluating and providing feedback on teaching. We will discuss steps to take to gather good information to inform our evaluation during the observation, as well as guidance for communicating feedback and writing about teaching in a specific, constructive manner to inform evaluation.
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January 29 |
No Seminar
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February 5 |
No Seminar
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February 12 |
Math Education and Cognitive Load Theory in the Age of AI
(Selma Yildirim, UChicago)
Abstract: Looking at class materials through the lens of Cognitive Load Theory can help instructors increase learning efficiency by considering cognitive load theory effects. Originally developed by Sweller in 1980s, the theory is expanded to other fields including multimedia instruction. Similarly, using Gen AI tools in Math classes requires a careful refining process by considering these cognitive load effects so that classroom learning can be supported in new ways in the age of AI.
TBA
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February 19 |
AI panel: on the use of AI in math classes
(Polina Baron, Subhadip Chowdhury and Selma Yildirim, UChicago)
Abstract:
A panel of Polina Baron, Subhadip Chowdhury and Selma Yildirim will share their experiences in using AI to enhance their teaching in undergraduate math courses.
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February 26 |
Teaching at its best (chapters 7, 8)
(Stephen Yearwood, UChicago)
Abstract:
In this meeting, we will continue our discussion of the book "Teaching at Its Best : A Research-Based Resource for College Instructors" by Linda B. Nilsen. Stephen Yearwood will be the discussion leader/facilitator. The focus will be on
- Chapter 8: Preserving academic integrity;
- Chapter 7: Preventing and responding to classroom incivility.
A free copy of the book can be found here. Please attend having read the designated material.
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March 5 |
No Seminar
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Autumn 2024
October 2 |
No Seminar
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October 9 |
Understanding Intellectual Growth: Applying Perry’s Scheme to Support Metacognition (Subhadip Chowdhury, UChicago)
Abstract:
As educators, we understand that guiding students' intellectual growth goes beyond delivering content—it involves nurturing their ability to reflect on how they learn. Yet, metacognition doesn’t come naturally for many students, especially when they hold unspoken beliefs about knowledge and their roles in the classroom that limit their engagement. Perry’s scheme of intellectual development offers a framework for identifying these beliefs, which helps us pinpoint students’ positions in their learning journey. In this seminar, we will discuss how recognizing these stages can inform our teaching strategies and enable us to foster metacognitive growth more effectively. We’ll conclude with an interactive classification of effective classroom practices, aligning them with different levels of Perry's scheme!
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October 16 |
Exam Workshop (facilitated by Sarah Ziesler and Beniada Shabani)
Abstract:
This workshop is geared in particular to instructors designing exams for a course for the first time, such as fourth-year GSLs teaching in the 150s and Dickson instructors. How do you come up with questions? How do you know what the right length is? What are common pitfalls? We will discuss all aspects of exam writing and will also have some sample exams for the Math 150s, 160, 180s and Math 203.
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October 23 |
How I designed my teaching model to align with my teaching objectives and personal values
(Kale Davies, UChicago)
Abstract:
*show black and white clip of traditional lecturing with uninterested students* Has this ever happened to you? If so, then this is an opportunity that you won't want to miss! In this seminar, I'm going to share never-before-seen secrets that will impress your supervisors and skyrocket your student evaluations to heights you never thought possible (*they* want you to believe that 5 is the highest score, don't be fooled). But don't take my word for it, consider this testimony from a former student: "Yeah, he's okay I guess". Coming to this *free* session will give you access to my online course where I share a detailed 5-step process for success, which you'll be able to attend for the low cost of $49.99 a session! But that's not all, one lucky attendee will win themselves a free set of steak knives, so be sure not to miss out on this one-time opportunity.
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October 30 |
No Seminar
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November 6 |
The effectiveness of multiple-choice questions as an assessment tool (Beniada Shabani, UChicago)
Abstract:
Multiple-choice questions (MCQs) are widely used as an assessment tool due to their efficiency in testing knowledge and ease of grading at scale. However, their ability to assess critical thinking, problem solving, and proper understanding of the material remains a point of debate. In the first of two talks, we will explore the benefits, limitations, and the memorial consequences of MCQs, by reviewing a number of studies designed to compare them to constructed response questions. At the end, we will include a discussion on how math anxiety and perfectionism might affect students' performance on MC examinations. In the second talk, we will focus on how to successfully use MCQs in undergraduate mathematics courses.
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November 13 |
Multiple-choice questions in undergraduate mathematics classes
(Beniada Shabani, UChicago)
Abstract:
This talk is intended as a workshop on how to write multiple-choice questions (MCQs) that effectively assess students' learning in undergraduate math classes. We will first start by introducing a taxonomy for assessment in these classes, which identifies seven components ordered by cognitive level, as well as the nature of mathematical tasks associated with each component. After discussing which components can be successfully assessed using MCQs, we will analyze a number of ill-formulated MCQs, and provide suggestions on how they can be improved.
The participants are encouraged to bring examples of MCQs that they have used in their own classes, and share their experiences with this assessment format.
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November 20 |
Rethinking grades: How we got here and where we might go next (Kiki Zissimopoulos, Northwestern University)
Abstract:
In this interactive brown-bag session, I will first provide a brief history of grades. We will discuss the purpose of grades and interrogate the effectiveness of current grading systems in achieving those goals. I will share my current approach to grading and elicit ideas from the group on how we all might create more effective grading practices in our courses.
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November 27 |
No Seminar
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Past Talks:
2023-2024,
2022-2023,
2021-2022,
2020-2021
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