Alternative Service-Learning Projects in Mathematics: Moving Away from Tutoring and Consulting

Alternative Service-Learning Projects in Mathematics: Moving Away from Tutoring and Consulting

Lisa E. Marano (West Chester University, USA), Kimberly Dempsey (West Chester University, USA) and Ross Michael Leiser (West Chester University, USA)
DOI: 10.4018/978-1-5225-0871-7.ch006
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Abstract

A discussion of the development, implementation, and results of two service-learning projects from different mathematics courses is presented. In an Honors Mathematics and Social Justice seminar, where the focus was on fairness and access to quantitative and financial literacy, the students developed financial literacy brochures that would be relevant to students and the community at large. The pamphlets were used in two ways: they were distributed across campus and they were used in an adult ESL curriculum. In a History of Mathematics course, students developed a lecture series at a local senior day center on historical highlights from the world of mathematics. The students learned how to differentiate between learning and unpacking mathematics for other audiences. In this chapter, the use of reflection is discussed, as this is an essential component of any service-learning project. Encounters with resistance are discussed as well.
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Background

A discussion of two service-learning projects in two courses, Mathematics and Social Justice which was taught in the spring of 2008, and History of Mathematics, which was taught in the spring of 2015, are presented in reverse chronological order.

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