Synopsis
This book looks at the wide variety of ways in which math, statistics, and math education teachers have incorporated service-learning into their courses. These projects are not just stand-alone community service initiatives, but rather they specifically target the improvement of mathematics skills and insights of the college students in the courses with which they are associated. In some cases, the projects are the major focus of the courses. In others, they may range from an essential component to one of several options. The book also speculates about heretofore untapped possibilities for service-learning, even including courses in pure mathematics. College faculty often may not fully appreciate the wide range of support mechanisms for such ventures even within their own institutions, so the book includes a lengthy chapter on the details of converting a rough idea to a solid action plan, sometimes even picking up financial support and other often unexpected benefits along the way. Creative teachers rarely implement a project in exactly the same way as a colleague might have, so the emphasis here is to display a wide range of successful projects in order to encourage readers to develop some of their own. Contents: Service-Learning in Mathematical Modeling: Perspectives on Modeling Applications in a Service-Learning Framework: Real-World Consulting: The Baltimore City Fire Department Staffing Problem: Creating Experience in an ExperientiaLLearning Environment; Mathematics Umbrella, Modeling & Education: Designing Efficient Snow-Plow Routes; A Service Learning Project. Service-Learning in Statistics: Perspectives on Statistics Projects in a Service-Learning Framework: Making Meaning, Applying Statistics: Integration of Service-Learning into Statistics Education: Community Service Projects in a First Statistics Course: Elementary Projects in Data Interpretation. Education-Oriented Service-Learning Projects in Mathematics: Perspectives on Mathematics Education Projects in a Service Learning Framework: Technology-College Algebra Service-Learning Experience for Elementary Education Students: Service-Learning for Pre-Service Teachers and Developmental Math Students: America Counts, A Tutoring Program for the Twenty-First Century: Can We Teach Social Responsibility? Finite Mathematics Students at an Urban Campus Tutor At-Risk Youth: Math Carnivals: Connecting Mathematics to Real-World Classrooms through Service-Learning: Family Math Nights, Sharing our Passion for Mathematics: The Community Math Teaching
About the Author
Charles Hadlock is a professor of mathematical sciences at Bentley College, a business school outside Boston, where he also holds the title of Trustee Professor of Technology, Policy, and Decision Making. Much of his career has been spent applying quantitative methods and modeling to issues of public policy, such as environmental contamination, nuclear safety, the transportation of hazardous materials, and the reliability of energy systems. During thirteen years with the consulting firm of Arthur D. Little, Inc., in Cambridge, he worked with major Federal agencies, such as the Environmental Protection Agency and the Department of Energy, numerous states and cities, several foreign governments, as well as multinational firms and affiliates throughout the world. In addition to Bentley, he has taught at Amherst and Bowdoin Colleges and has held visiting appointments at MIT, Wellesley College, and the Universidad Nacional de Colombia.
"About this title" may belong to another edition of this title.
