2011 ATE Conference Opening Plenary Session

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American Association of Community Colleges

Building an All-Hands-On-Deck Effort to Support Community Colleges Keynote Speaker: Kumar Garg, Senior Advisor, Office of Science and Technology Policy, The White House

Educação Tecnologia Notícias e política

Building an All‐Hands on Deck Effort to
Support Community Colleges

Kumar Garg
White House Office of Science & Technology Policy

2011 ATE Conference Opening Plenary Session

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The AACC government relations team provided an overview of the year-end action in Congress and a peek into the year ahead. Topics included up-to-the-moment information on FY 2012 funding for Pell Grants and other key programs and the impact of the Budget Control Act now that the Supercommittee has failed to propose a deficit reduction plan. The webinar also covered the latest developments on the American Jobs Act, the Trade Adjustment Assistance Community College and Career Training Program, Department of Education regulations, and more.

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Mehran University Newsletter Vol-X, Issue-I, 2024

Mehran University of Engineering & Technology, Jamshoro

In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

Chris Hunter