Everything we know about the universe rests on the foundation of mathematics. Somehow, though, the magic of mathematics – the true power of numbers and their beautiful wildness – gets lost in math class. Children, our most magical thinkers, get turned off math in grade school and miss out on a language through which they could learn to read and change the world. VCU Math In Motion will generate a creative, dynamic STEM education initiative within the Richmond community using an innovative curriculum and a customized mobile unit to bring the beauty of math to Richmond region school children in grades 5-9, through partnerships across VCU and within the local school system

Alcaine, Jose

Barden, Diana

Floyd-Miller, Lori

Grace E. Harris Leadership Institute, Virginia Commonwealth University

MacIver, Blake

Marshall, Lea

Nelson, Angela

Vahdani, Thomas

Witten, Tarynn

English

VCU Scholars Compass

Virginia Commonwealth UniversityVCU Scholars CompassL. Douglas Wilder School of Government andPublic Affairs PublicationsL. Douglas Wilder School of Government andPublic Affairs2014Math in MotionGrace E. Harris Leadership Institute, Virginia Commonwealth UniversityJose AlcaineVirginia Commonwealth UniversityDiana BardenVirginia Commonwealth UniversitySee next page for additional authorsFollow this and additional works at: https://scholarscompass.vcu.edu/wilder_pubsPart of the Arts and Humanities Commons, and the Social and Behavioral Sciences CommonsThis Research Report is brought to you for free and open access by the L. Douglas Wilder School of Government and Public Affairs at VCU ScholarsCompass. It has been accepted for inclusion in L. Douglas Wilder School of Government and Public Affairs Publications by an authorizedadministrator of VCU Scholars Compass. For more information, please contact libcompass@vcu.edu.Downloaded fromhttps://scholarscompass.vcu.edu/wilder_pubs/17AuthorsGrace E. Harris Leadership Institute, Virginia Commonwealth University; Jose Alcaine; Diana Barden; LoriFloyd-Miller; Blake MacIver; Lea Marshall; Angela Nelson; Thomas Vahdani; and Tarynn WittenThis research report is available at VCU Scholars Compass: https://scholarscompass.vcu.edu/wilder_pubs/17 Math In Motion  TEAM MEMBERS Jose Alcaine, Research Coordinator, School of Education Diana Barden, Associate Administrator, Department of Surgery Lori Floyd-Miller, Graduate Student Activities Coordinator, Assistant to the Dean, VCU Graduate School  Blake Maclver, Director of Advancement Operations, Office of Development and Alumni Relations   Lea Marshall, Interim Chair, School of the Arts Angela Nelson, Assistant Director Financial Services, Facilities Management  Thomas Vahdani, Assistant Professor, School of Dentistry Tarynn Witten, Associate Professor and Director of Research and Development, Center for the Study of Biological Complexity, VCU Life Sciences   Project Sponsor: D’Arcy Mays, Department of Statistical Sciences and Operations Research  PROJECT ABSTRACT Everything we know about the universe rests on the foundation of mathematics. Somehow, though, the magic of mathematics – the true power of numbers and their beautiful wildness – gets lost in math class. Children, our most magical thinkers, get turned off math in grade school and miss out on a language through which they could learn to read and change the world. VCU Math In Motion will generate a creative, dynamic STEM education initiative within the Richmond community using an innovative curriculum and a customized mobile unit to bring the beauty of math to Richmond region school children in grades 5-9, through partnerships across VCU and within the local school system.  QUEST FOR DISTINCTION  Math In Motion, a mobile tutoring service, in its conception and execution will exemplify Quest Theme IV, Goal B: “Create university-community partnerships with a focus on the key targeted areas of K-12 education (with a focus on middle school), access to health and economic development.” STEM is acknowledged as a national focus in education initiatives. As such, STEM-focused educational initiatives such as this one can tap into a broad existing infrastructure of programs and funding, both inside and outside of VCU. Math In Motion is conceived as a true engagement initiative, relying on concrete information and direction from community partners to guide project planning and implementation and to provide the greatest chance of success.  PROJECT GOALS The United States ranks 35th in the world, well below the global average, for K-12 mathematics proficiency standards. Nationally, 58% of fourth graders and 65% of 8th graders performedbelow proficiency level in 2013. Locally, 8 out of 8 Richmond City middle schools and 5 out of 12 Henrico County middle schools received low passing scores. In response to this crisis, and to the national call for STEM-focused education initiatives, VCU Math In Motion will provide the following to Richmond area middle school students:  Interactive, applied mathematics exercises that generate excitement and engagement by revealing the beauty and omnipresence of math  Improved student learning outcomes  Facilitate student access to innovative teaching methods    PROJECT STRATEGIES  Team A arrived at the Math In Motion project through a series of group discussions. Each team member submitted project ideas and interest areas for group discussion. A number of ideas were discussed, seriously considered, and then shelved. A serendipitous lunch conversation with several team members about an idea for a mathematics tutoring project caught the imagination of the team. The division of labor followed the skill sets and interest areas/resources of each team member, under the following categories: curriculum outline; sample activities; delivery models; mobile unit design; funding research; organizational structure; identifying and contacting project partners; presentation plan; final report.  ACTION STEPS  Meet regularly to discuss and develop project idea, assign action items, follow up/update the team on progress.  Identify ULIs under which this project could fit.   Identify and assign action areas – content/curriculum, community partner dialogue, VCU partner dialogue, identify potential funding sources  Identify and reach out to VCU potential stakeholders  Identify partner schools/community stakeholders   Identify potential funding sources  Develop math demos/sample exercise  Develop project budget  Outline project organization and staffing support/structure  OUTCOMES The outcomes for Math In Motion dovetail with University Level Initiative #4, Community impact: “Contribute to the economic, cultural and civic vitality of the region and the world through collaborative efforts that increasingly define the university as an intellectual, creative and innovative center.” The Math In Motion project offers highly beneficial outcomes for both Richmond K-12 students and to the University itself.   Project deliverables include: an innovative mathematics education curriculum, with accompanying “math kits” to facilitate engaging exercises; a framework for content delivery, specifically the Math In Motion mobile unit; a blueprint for the mobile unit design; the potential for an exportable educational model that could be adapted to other subjects.   The benefits of Math In Motion to Richmond area middle school students include an enhanced love of mathematics and understanding of applied mathematics; improved test scores in mathematics and related areas. For VCU, the project offers recruitment potential; career development for student teachers; introduction to innovative pedagogy for student teachers; and new community engagement partnerships.  SUSTAINABILITY  Team Math In Motion identified several key/potential stakeholders within VCU, including the School of Education; Office of Community Engagement; Office of the Provost, and the Department of Mathematics. Additional collaborators could come from the College of Humanities & Sciences and the School of the Arts, especially programs in Creative Entrepreneurship.      RESOURCES The project requires a full time coordinator or director (skilled in grant writing/development), housed within a VCU unit. Additionally, the pool of tutors would be drawn from populations of either graduate students, interns, or service learning students from a number of possible programs, depending on the home unit (Education, Mathematics, etc). Technical needs/ requirements are detailed in the project budget, but center on the acquisition and upfit/upkeep of mobile unit.   Identified funding sources include VCU for a portion of operating costs/salary, plus grants from a variety of public/private sources, as well as in-kind donations of equipment and materials. After initial startup costs in the first two years, project budget could remain fairly steady.  RECOMMENDATIONS  As primary next step, Team Math In Motion recommends serious consideration by identified VCU units to determine fit with mission/vision, as well as relevant University initiatives. Team members can meet with stakeholders to determine the suitability of the project for adoption. Provost’s Office should be consulted regarding funding for program director, which could be initiated on a part time basis if necessary before shifting to full time. Barriers to success include no university program/unit willing to take on the project; insufficient university funding for program director; complications regarding student involvement; insufficient in-kind support. The project can take place regardless of whether a mobile unit can be acquired/upfitted, as curriculum can be delivered on site using partner schools’ facilities.  FINAL PITCH In sum, VCU Math In Motion offers both an innovative curriculum model for teaching mathematics to middle school students, as well as a unique delivery method that can boost the project’s profile in the community. The project serves as a community engagement initiative addressing an imperative need in local middle schools and the need of VCU students for service learning and/or community engaged educational opportunities. The project also offers a recruitment strategy, entrancing local students from a young age with the innovation and breadth of opportunity offered by VCU. Developed with the philosophy of revelation – showing kids the beauty of the world around them through the lens of mathematics – Math In Motion has the potential to revolutionize mathematics education throughout the local community and to become a model for dynamic, progressive pedagogy in other subject areas as well. The need is great; the project will answer when VCU makes it real.  4 out of 3 people struggle with mathTeam Members Jose Alcaine Diana Barden Lori Floyd-Miller Blake MacIver Lea Marshall Angela Nelson Thomas Vahdani Tarynn M. Witten Sponsor: D’Arcy MaysIs There Really A Struggle?Global RankingOrganization for Economic Collaboration & Devlopment(OECD)1.  Shanghai-China 13. Poland 25. Luxembourg2.  Singapore 14. Canada 26. Iceland3.  Chinese Taipei 15. Finland 27. Slovak Republic4.  Hong Kong-China 16. New Zealand 28. Ireland5.  Korea 17. Australia 29. Portugal6.  Liechtenstein 18. Estonia 30. Denmark7.  Macao-China 19. Austria 31. Italy8.  Japan 20. Slovenia 32. Norway9.  Switzerland 21. Viet Nam 33. Israel10. Belgium 22. France 34. Hungary11. Netherlands 23. Czech Republic12. Germany 24. United Kingdom35. United StatesOECD AverageIn 2013, students performed BELOW proficiency level in mathematics.4th Grade58% below8th Grade65%belowNational Ranking Local RankingsRichmond City8 out of 8 received low passing scoresChesterfield County1 out of 12 received low passing scoresHanover County0 received low passing scoresHenrico County5 out of 12 received low passing scoresSo what is the problem?… the magic of mathematics –the true power of numbers and their beautiful wildness –gets lost in math classes.Sadly, math is no longer fun …oh, and it’s not cool either!How can we make a difference?What is Math in Motion? VCU Math In Motion will generate a creative and dynamic STEM education initiative within the Richmond community using an innovative curriculum and a customized mobile unit to bring the beauty of math to school children in grades 5-9. Math in MotionQuest II and IVA fun way to deliver Math in MotionNo, it won’t look like this . . .Exterior of the Math in Motion Mobile UnitGraphic design image will depict colorful and fun scenes of youth in action along with different math imagery. And here are the sides … Like the outside?You are going to love the inside!• Storage space – vertical storage (bookcases) and cabinet storage• Teacher space – work station and chair• Student learning space - should be fun and functional with multiple options for teaching/learning (individual, small group, large group) and smart board• Colors – create combination of colors that would create energy, fun, and positive image about MathFront to BackTeacher area and group areaOrganization and Operation of Math in MotionCoordinator of Math in MotionMobile UnitCurriculum kitsInternsVolunteersGraduate assistantships Service learning studentsSo we have a mobile unit…. Take Home Message"If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music... I get most joy in life out of my violin." -Albert Einstein, 1929Some potential curriculum application areasThere are many fun things that we can do with math. Some examples are (but the list is endless)Application Area Mathematics AreaSeashells AnglesFlowers Euclidean Geometry and Spirals (Fibonacci series)Fish Excuse the pun but … scalingShorelines FractalsClouds FractalsArchitecture The golden rectangleInsect population growth Exponential growthToday               Music Fractions, Powers and RootsSome Mathematics Behind MusicYou’ve seen how mathematics can be used to create music. However, much of music is also mathematical in nature. For example, musical scales are defined by fractions and powers of two and roots of two.How can this be?Classroom ExerciseMusical scales, rubber bands and why women’s voices are higher than men’s voicesFrom the Cradle to VCU!If we get them excited and they see what we are doing, we increase the likelihood that they will want to come to VCU to study.So what will this cost?Budget Budget BudgetYear 1 Year 2 Year 3Program director (include FB) $50,000 $ 51,000 $52,020Driver (hourly) $   4,800 $  4,800Volunteers $         0 $         0 $        0Curriculum/kits $  4,000 $   4,000 $  4,000Supplies/materials $  2,500 $   1,500 $  1,500Netbook (15) $   7,500Smartboard $   7,000Furnishings $ 40,000Vehicle purchase (used) $390,000Interior/exterior fitout $  50,000Maintenance of vehicle $  12,000 $ 12,000Technology $  20,000 $   2,400Insurance (12 months) $    3,600 $   3,600Total $56,500 $591,400 $80,920Potential Funding SourcesVCU OpportunitiesQuest Innovation FundCommunity Engagement GrantsPresidential Research Quest FundExternal Funding OpportunitiesVirginia Department of Education, Mathematics & Science Partnership ProgramNSF Advancing Informal STEM Learning (AISL) NSF 14-555NSF Discovery Research K-12 (DRK-12), NSF 13-601Altria – Success360 programDominion – K-12 Educational PartnershipGenworthCapital OneMarkelCommunity FoundationThank youTeam Math in Motion would like to thank the following people for their help with this project.D’Arcy Mays, Department of Statistical Sciences and Operations ResearchLauren Bailey, Joyce Foster, Besty Moscoso, and Sarah Barber, VCU Facilities Management Interior Design staff Medina Isiah, Graphic Design Art Raymond, Principal, Fairfield Middle SchoolJ. Mike Harrison, Wilder SchoolMichelle Peace and Jo Murphy, Forensic ScienceGrace E. Harris Leadership InstituteQuestions?

Math in Motion

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