Instruction Methodology


Desired Student Outcomes Throughout the Mathematics Curriculum

  • Patterning Mathematics is the study of patterns. Students’ patterning skills are developed, giving them an additional tool to investigate and solve problems.
  • Multiple Models Students are introduced to algebra with verbal descriptions, numerical models, graphical models, and equations. This approach emphasizes the connections between the models from the beginning.
  • Verification Students are required to verify simplification results and solutions to equations and formulas. Students must always check the reasonableness of their results and accuracy of their models. These processes empower students in their learning and application of mathematics.
  • Communication Students are expected to clearly communicate their ideas, processes, and understanding orally and in writing.
  • Units Unit conversion is incorporated throughout the curriculum, enabling students to analyze and solve problems in context. Emphasis in placed on the correct use of units in all situations.
  • Problem Solving Students are presented with problem-solving situations that stretch their thinking. These problems occur in application settings, in concept building activities, and other tasks. Mathematical modeling is emphasized throughout the curriculum.
  • Interpretation Mathematics is an abstract system used to represent situation. Any model is useful only if it can be correctly interpreted in the particular scenario. Therefore, students are continually asked to interpret information represented mathematically.

Mathematics Department Philosophy Statement

We believe…

  • Every motivated student can experience success in learning mathematics.
  • Students learn best in context – that is, where they can relate what they are learning to their personal experience.
  • Students should be given the opportunity to understand concepts (rather that just master techniques) in order to transfer knowledge.
  • Students better retain information if they participate in its discovery and application.
  • Students should have access to calculators and other technology to empower them in their learning.
  • Students’ use of technology in learning mathematics enhances their technological literacy and reflects the use of technology in society.
  • All learning styles should be considered in teaching mathematics, and evaluation of students performance should accommodate diversity.
  • Learning and appreciating mathematics is a life-long experience.
  • Incorporating team learning experiences in education develops team skills enabling students to effectively participate in collaborative endeavors.

Innovative

  • In the last 10 years the mathematics department has rewritten the entire curriculum to address the NCTM and AMATYC standards and technology.
  • In an effort to provide materials that address the curriculum changes, six faculty members, in various teams, have published two reform textbooks at the beginning algebra level, two reform textbooks at the intermediate algebra level, and application material at both these levels.
  • Mathematics at Mt. Hood is a one-track curriculum, serving the needs of both technical and transfer students.
  • Mathematics instructors are continually looking for and creating new ways for helping all students learn both concepts and skills.

Collaborative

  • Each term, faculty teams are formed at the various levels of instruction. These teams, including both full and part-time instructors, meet on a regular base to discuss their classes, content, pacing, pedagogy, ect. They often write worksheets, exams, and other classroom materials together.
  • To better support student success, continuity from course to course, and consistency of expectation, the faculty has chosen to agree, as an entire department, on the course outcomes, textbook selection, calculator requirement, and calculator skills used in teaching the math content.

Student Centered

  • The department’s collaboration and innovation produces a cohesive curriculum and consistent expectation that promote student success.
  • The pedagogy in the classroom is designed to serve the varying learning styles of students.

For additional information call 503-491-7292.

© 2014 Mt. Hood Community College | 26000 SE Stark St. | Gresham, OR 97030 | 503-491-6422
 Last Modified: 7/31/2009 09:05:12 AM