1. Douglas Edwards
  2. https://www.ceismc.gatech.edu/about/staffdirectory/doug-edwards
  3. Research Associate II
  4. Advanced Manufacturing and Prototyping Integrated to Unlock Potential (AMP-IT-UP)
  5. https://ampitup.gatech.edu/
  6. Georgia Tech - CEISMC, Georgia Institute of Technology, Woodruff Schl of..., Griffin-Spalding County Schools
  1. Jeff Rosen
  2. CEISMC Program Director and Co-PI Implementation and Partnerships
  3. Advanced Manufacturing and Prototyping Integrated to Unlock Potential (AMP-IT-UP)
  4. https://ampitup.gatech.edu/
  5. Georgia Tech - CEISMC
  1. Steven Taylor
  2. Communications Manager
  3. Advanced Manufacturing and Prototyping Integrated to Unlock Potential (AMP-IT-UP)
  4. https://ampitup.gatech.edu/
  5. Georgia Tech - CEISMC
  1. Marion Usselman
  2. https://www.ceismc.gatech.edu/about/staffdirectory/marion-usselman
  3. Associate Director for Federal Outreach & Research
  4. Advanced Manufacturing and Prototyping Integrated to Unlock Potential (AMP-IT-UP)
  5. https://ampitup.gatech.edu/
  6. Georgia Tech - CEISMC
Public Discussion
  • Icon for: Jeff Rosen

    Jeff Rosen

    Co-Presenter
    May 14, 2018 | 09:32 a.m.

    Welcome to the AMP-IT-UP video showcase featuring our Mathematics Manufacturing modules.  The video highlights the six middle school math curriculum modules that focus on the context of manufacturing, but we have a total of 9 modules - 3 per grade level.  At each grade level we have modules designed to focus on the cross disciplinary integrating themes of Experimental Design, Data Visualization, and Data Driven Decision Making. We hope you enjoy seeing how engaged and excited the students and teachers are about math in this video, and we look forward to having engaging discussions after you view the video.

  • Icon for: Steven Taylor

    Steven Taylor

    Co-Presenter
    May 14, 2018 | 10:57 a.m.

    I had the privilege of shooting and editing this video. My time in the classroom with the students and teacher was very uplifting and encouraging. This novel and innovative curricula keep the students moving and working in teams while they learn more about the math behind making effective and efficient manufacturing and packaging processes.

  • Icon for: Courtney Arthur

    Courtney Arthur

    Facilitator
    May 14, 2018 | 07:35 p.m.

    I love the level of engagement and collaboration this video highlights of students in mathematics. Allowing the work to be hands-on and project based really shows how the level of engagement and application across all students can really increase.

  • Icon for: Jeff Rosen

    Jeff Rosen

    Co-Presenter
    May 17, 2018 | 03:12 p.m.

    Thank you for your comment.  Yes, the hands-on nature has excited not only the students but the teachers as well.

  • Small default profile

    Michael Dolges

    K-12 Teacher
    May 14, 2018 | 10:16 p.m.

    As a teacher of manufacturing and machining at a vocational technical school, I appreciate what this program aims to accomplish.  I think it is great that so many stakeholders, including local industry, are making efforts to strengthen meaningful application of learning in our classroom while also enhancing our workforce development.   Our advanced manufacturing sector is starved for employees with the highly technical skills needed to compete in our global economy.  At the school I taught at, we participated in a STEM based combat robotics program called BotsIQ.  The program was developed and sponsored by local industry to promote STEM, engineering, and manufacturing to enhance workforce development.  The program was highly successful in getting our next generation of young people interested in STEM based careers.  I hope we continue to see this type of community involvement and outreach with our school systems.

  • Icon for: Jeff Rosen

    Jeff Rosen

    Co-Presenter
    May 17, 2018 | 03:17 p.m.

    Thank you for the comment and support of these efforts and all you do for the students.  I am very familiar with the robotics programs for students and have seen how those types of programs can engage and encourage student learning.  The one side of these programs to tackle is attracting students that may not inherently feel they are right for such program.  With our AMP-IT-UP program we are trying to bring some experiences to the instructional classroom so students might find that hidden ability or interest.

  • Icon for: Louis Gross

    Louis Gross

    Facilitator
    May 15, 2018 | 12:02 p.m.

    Douglas et al., Thanks for an invigorating look at the classroom use of these modules. Watching the infectious interest of the students shows how important such experiences might be in motivating students to think of math beyond just symbols and numbers. We've developed a collection of math and biology modules that are used in about 80 Tennessee school districts (Bio-in-a-Box - see http://www.nimbios.org/education/biologyinabox ) and one of our challenges has been to develop evaluation methods that can, at scale, determine the effectiveness of different modules used in different contexts. Can you say anything about evaluation methods you've used for the AMP-It-Up project?

    Cheers,

          Lou

  • Icon for: Meltem Alemdar

    Meltem Alemdar

    Higher Ed Faculty
    May 15, 2018 | 12:33 p.m.

    Hi Loius. I am the co-PI for research and evaluation for the project. There are nine math modules, one focused on each practice (practices are data visualization, experimental design, and data-driven decision making) at grade levels 6, 7, and 8. All modules are implemented in 4 middle schools that we work with. The methodology for assessing this complex instructional effort includes classroom observations, online implementation (teacher enactment of the curriculum) surveys, and online teacher discussions about their experiences implementing the modules. We also developed a pre and post assessment for each module, which provides assessment of student learning. Overall, the results indicate positive teacher experiences as well as significant increases in student learning in most modules (which obviously these results change depending on the implementation factors). Lastly, we have a 'dosage model', we get the state test scores from the district, and we have the whole district student data by the teacher, which also allow us to make a case about the impact on learning depending on when and how many modules that students were exposed to. As part of our research, we are also interested in teachers’ instructional change. It is actually one of the main focus of the research for the modules.  We are in the process of writing a paper that describes the methodology assessing the modules. 

     

  • Icon for: Louis Gross

    Louis Gross

    Facilitator
    May 16, 2018 | 10:10 a.m.

    Melted, thanks a lot for the detailed response. Looks like a carefully designed evaluation process for a complex project. I'll be very interested in seeing the results as this moves forward and the paper gets written.

  • Icon for: Dave Barnes

    Dave Barnes

    Facilitator
    May 15, 2018 | 07:29 p.m.

    Hi Jeff and Steven and team,

    Very interesting! Seems like the students do quite a bit of problem solving, reasoning and critical thinking.  Are there times when they work to consider and critique the reasoning of others? While they are having fun they also seem to have a real focus on thinking and talking about the mathematics in small groups and collectively. Could you share how students share their thinking during these modules?

  • Icon for: Jeff Rosen

    Jeff Rosen

    Co-Presenter
    May 17, 2018 | 03:24 p.m.

    The modules have been designed so that they collect data and then participate in class share/discussion to further/validate the findings and expand the understanding.  For example, in the Manufacturing Quality Control module in 7th grade we focus on student understanding of sampling and random sample for decision making.  In this module, the student's perform an independent data collection of hex nuts and find their individual error rate.  Then they share their rate with a group and when they combine each members numbers they find that the error rate changes with a larger sample size.  Then the data knowledge concludes with each group sharing their results to generate a class wide error rate before continuing to explore error rates of multiple sample time during a production day.  This type of small group/ individual knowledge to lend to the whole is carried through all of the modules that we have developed.

  • Icon for: Douglas Edwards

    Douglas Edwards

    Lead Presenter
    May 17, 2018 | 03:43 p.m.

    Hi Dave,

     

    Thanks for the praise and question. In response, the modules have a STEM integration progression from Experimental Design to Data Analysis to Data Driven Decision Making. While students discuss and make decisions throughout a progression (i.e. in the Packaging Challenge they decide on a packaging procedure based on both speed and consistency using a histogram to guide them), hence there is consideration and critique of each others reasoning in every module. As well, the Data Driven Decision Making module requires them to apply a decision matrix that includes data analysis, and we intentionally develop the module so that there is more than one correct decision. Hence a rationale must be given for their decision based on the matrix and individual, group, and class discussion on selected solutions with related rationale occur.

  • Further posting is closed as the showcase has ended.