# Session II (9:55–10:40 a.m.)

Will Webber • Whatcom Community College

One major source of student consternation at the start of a Calculus 1 course is the age-old question of what the H to do with the “+h.” We will show how the whole introduction to derivatives can be done without those pesky h’s.

Carrie Muir • Whatcom Community College

This session will provide examples of equity and social-justice topics that can be used to provide context for general probability and descriptive statistics, appropriate for either a quantitative literacy or introductory statistics course.

Natalya Jackson, Claire Gibbons & Pete Kaslik • Pierce College

The transition to online learning during the pandemic has provided an opportunity to examine our assessment practices. We discuss the reasons we choose to not use exams, including potential inequities and the problem of accurately measuring student learning. We follow with some examples of alternative assessment strategies that focus on measuring conceptual understanding rather than procedural memorization. Finally, we explore the potential benefits to students and educators of adopting alternative assessment models. Courses to be addressed include statistics, precalculus and calculus.

Sherry-Anne McLean • Lake Washington Institute of Technology

Since 2016, Lake Washington Institute of Technology has been using a Guided Self-Placement model for determining a student’s first math course. LWTech redesigned the student assessment process with two goals: to maximize the number of students who could be placed directly into college courses based on evidence of prior experience, and to improve the experience for students who need a placement score. Using WAMAP to create a locally designed placement experience, students now have a voice in their placement via the ability to opt up a level from their placement result. Come learn about the benefits of authentic rather than standardized placement tests, and the ways in which placement systems can motivate students and improve performance.

Astrida Lizins & Jenni White • CPM Educational Program

Manipulatives in a secondary math classroom? You’ll see how successful it can be. Build on students’ understanding of an area model for multiplication from lower grades by using algebra tiles to multiply polynomials and factor polynomials. Algebra tiles increase conceptual understanding that leads to proficiency once students no longer need the tiles. Additionally, the tiles provide students with a tactile engaging experience.

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