Students approach the math textbook as little more than an (extremely expensive) problem set, expecting to get all of the information they need to prepare for tests simply by attending lecture. A typical college math course requires a great deal of homework, and students are expected to spend many hours outside of class studying. When students lack the ability to use their textbook as a learning tool, the results — low test scores and poor retention and success rates — can be frustrating for students and teachers alike.

In an effort to turn back this wave of despair, a trio of math professors at College of the Desert has incorporated the idea of outlining math textbooks into their courses. By getting students in the habit of really using their textbooks, outlining helps them gain a deeper knowledge of the material that, in turn, enables them to make their own connections between ideas. From passive listeners, students become independent and active learners.

[Read about their classroom approach]

One of the ways the explored and then captured evidence of the effectiveness of the approach was through student interviews. As part of the faculty case study on the Windows on Learning site, students talk about the effectiveness of the “outlinging mathematics” approach. Video capture of student interviews can be a powerful way to gather information and to make a certain kind of evidence visible to colleagues.

[View the video clips of student interviews]

Adapted from Laura Graff, Dustin Culhan, and Felix Marhuenda-Donate, “Outlining Mathematics: Transforming Student Groaning into Student Learning”

From Windows on Learning: Laura Graff, Dustin Culhan, and Felix Marhuenda-Donate, “Outlining Mathematics: Transforming Student Groaning into Student Learning”

I have always thought a large problem in math and science education is reading. Students are never taught how to read technical textbooks. I knew that somewhere along the way I had mastered this skill, but still could not identify precisely what the skill was. I attended [a workshop on reading offered through the Strategic Learning Initiative (WestEd)]….

During the week I learned that I am an “expert reader” in mathematics. This means I have the knowledge and history that allows me to read math. I was taught to participate in meta-cognitive exercises, exercises that forced me to think about my thinking while I read. I became supersaturated with tools and ideas. I was also cynical, for while all the ideas were great, I could not see incorporating them into my already full curriculum.

How would I incorporate the ideas from Reading Apprenticeship without compromising my class and homework time? I decided to assign the outlines to “at risk” students – those with scores below 75 percent.

I was at first amazed that the idea of outlines was considered innovative. However, as we used inquiry and analyzed student outcomes, we were amazed at the positive results. When we videotaped students this summer talking about the effect the outlines had on them, it was one of those huge “paydays,” where you realize you have made a difference in students’ lives and learning.

Adapted from Laura Graff, Dustin Culhan, and Felix Marhuenda-Donate, “Outlining Mathematics: Transforming Student Groaning into Student Learning”