Tag: Perkins S

Scott Perkins

Mathematics as a Step-by-Step Process (Senior Work Sample)

When most people hear the phrase “mathematics,” they admit a certain negative view of this branch of knowledge. If you ask someone, they will often say that they had a “bad experience” in school or that it never really “clicked”. The focus of this work sample was in presenting

mathematics as a step-by-step process, developed by human beings throughout history, and not something that is beyond anyone.

EDUC 496

Jim Howard

A201

1:30 – 2 PM

Scott Perkins

History in Mathematics Education

Differentiated instruction is an educational philosophy and the current driving force behind modern education. Differentiated methods take into account the various learning styles and needs of students, by employing various methods of instruction to generate interest, promote learning, and improve assessment of student progress, as opposed to the method of direct instruction, which treats all students as equal. This research presentation attempts to answer the question of whether it is useful and viable to incorporate the history of mathematics in mathematics classrooms and curricula as a method of differentiating mathematics instruction.

MATH 499, Senior Capstone

Connie Wilmarth

P103

9 – 9:30 AM

Scott Perkins

Highly Qualified Teachers

Today, teachers must be “highly qualified” to be considered for any teaching position in public education. What does it mean to be “highly qualified”? Who decides if you are fit for teaching in public school? What evidence is there of their decision? This presentation brings to light the importance of a senior work samples as evidence of the high qualification of prospective teachers, as well as some of the do’s and don’ts of work sample creation.

EDUC 415

Vivian Moen

L203

1 – 3 PM

William Bradley, Scott Perkins & Melissa Webster

Techniques for Teaching Math to Middle and High School Students

There are key differences in math teaching between the middle and high school levels that effectively require teachers to adopt vastly different strategies. These instructional strategies will be compared and contrasted at various levels of math.

EDUC 321

Brian Kaelin

P103

10:30 – 11 AM

Scott Perkins

Study Habits: Time is Money

This project will be based on a survey of students in several lower-level general education courses. Students will consist mostly of college freshmen and sophomores. The study will include questions concerning age, gender, high school GPA, current GPA (if known), average homework time per week and per class, and a self-evaluation of efficiency as a student overall (scale 1-9). It will seek to confirm (with 95% confidence) the hypothesis that there is a direct correlation between the amount of time a student spends studying outside of class and both their self-efficacy and current (or high school) GPA.

MATH 315

Tim Bergquist

Banquet Room

9 – 11 AM