CAS CONNECT 2018

homework. They sometimes teach each other better than we do. Together, we all remind students that everyone needed help at some point, and that includes the faculty.” OSU has been a leader in the Math Pathways initiative, an attempt to modernize and diversify the entry-level college math curriculum, and in pushing for more consistent math curricula across the state from primary school through college to better serve students. That is one reason OSUwas featured in a recent issue of Notes from the Field , a publication from the University of Texas at Austin’s Charles A. Dana Center. The newsletter spotlights innovations from higher-education institutions that are improving entry-level mathematics programs. This issue focuses on the success of the Math Learning Success Center under the guidance of Francisco, former department head and current faculty member William “Bus” Jaco, andMelissa Mills, who was hired as the center’s director in 2015. The article’s final line is, “Oklahoma State University remains a leader in providing innovative mathematics support to its students, and continues its commitment to gather meaningful data about best practices and to collaborate with other institutions to keep improving student support services.” That fits with OSU’s land-grant mission — teaching, research and extension —which is a driving force for Francisco. He thinks a lot about the best way to teach math and encourages students to think critically and creatively, delving deeper into how to solve a problem rather than memorizing formulas or processes. “I know that I learn something much better if I understand how it goes together instead of just following directions,” Francisco said. “As math teachers, we have to do a really good job of explaining to students why they are learning these ideas, and why the procedures we are using accomplish what we want.” Another trick is using real-world examples that make sense to students, such as interest rates on a mortgage, the endowment necessary to produce $2,000 annually in scholarships, or sports statistics. “Context really helps students,” he said. “When they see why we’re doing what we’re doing, suddenly it is clearer to them. We want to avoid students getting the answers correct and passing classes but later thinking, ‘I still don’t knowwhy we did any of that.’ I think that’s where a lot of people get the idea that they aren’t good at math.” Francisco is proud of the department’s strength in research, including increased opportunities for undergraduates to participate. And the outreach efforts go beyond the Math Pathways initiative to include in-service training with school teachers, seminars for high school students, work with children’s museums, etc. “We teach 4,500 students each fall in the lower-division courses, so we’re getting a lot of praise for increasing the success rates in those classes,” Francisco said. “We are proud of that, and we are working to do even more, but I hope people also realize that we have great accomplishments in research and preparing future graduate students and faculty members.” FOR MORE INFORMATION, VISIT MATH.OKSTATE.EDU 10 CONNECT 201 8