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AMATYC Traveling Workshops Strands
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Traveling Workshop Strands

A list of all of the Traveling Workshop Strands is below. Remember that each Traveling Workshop is uniquely its own and based on your needs! Ready to request a Traveling Workshop?  Click here to open and complete the form, and once submitted, someone will be in contact with you soon after to start planning.

Developmental Mathematics

IMPACT (Improving Mathematical Prowess and College Teaching)

Inquiry Based Learning (IBL)

Quantitative Reasoning/Literacy


Teacher Preparation


Developmental Mathematics

Developmental Mathematics is the single-largest instructional program (in mathematics) at community colleges in the U.S. and a topic of discussion in many state legislatures. Improving instruction for these courses would impact many college students across the country. Since adjunct faculty are heavily involved with this instruction, an AMATYC Traveling Workshop centered on  Developmental Mathematics can provide support for faculty who have many demands placed on them, but limited resources.

Topics for your TW include but not limited to:

  • Aligning developmental mathematics (horizontal and vertical alignment of curriculum, meeting needs of different student programs, seamless transition, implementation process)

  • Implementing technology in developmental mathematics (effective use of technology, calculators, and online courses)

  • Retaining and motivating students (student engagement, collaborative and group methods, learning communities, impacting student attitudes)

  • Assessing students' learning, and/or assessing developmental mathematics programs (types of assessments, purposes, methods)

  • Improving and enhancing instruction in developmental mathematics (which methods to use, lab-style courses, individual instruction, outcomes and assessment, motivating mathematics and relevant applications, learning styles, study skills)

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IMPACT (Improving Mathematical Prowess and College Teaching)

IMPACT Workshops help you and your colleagues implement recommendations from the AMATYC Standards  in your classrooms.  These are hands-on, interactive workshops based on the needs of full-time and part-time faculty at your college or affiliate. More extensive information can be found at

Topics for your TW include but are not limited to:

  • Proficiency: Developing Students’ Mathematical Knowledge

  • Ownership: Taking Responsibility and Showing Initiative for Students, Faculty, and Institutions

  • Engagement: Developing Intellectual Curiosity and Motivation in Learning Mathematics

  • Student Success: Stimulating Student Achievement in Mathematics

  • Research: Moving the Research Agenda Forward in Mathematics in the First Two Years of College

  • Continuing the Ripple: Bringing the Community Together to Accomplish Change

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Inquiry Based Learning (IBL)

Inquiry Based Learning is an active learning environment where questions or problems are posed to students, rather than just presenting the facts or providing the information via lecture. This practice is very closely related to “thinking skills,” Inquiry Based Learning involves and fosters a thought process for students. The students must develop questions, make observations, research information, actively use and initiate experiments, make and use instruments for data collection, as well as gather, analyze, and interpret data. This will process will provide an outline for possible explanations and allow the student to make predictions for future study.

Topics for your TW include but are not limited to:

  • Participate actively in an IBL mathematics classroom

  • Discuss and define content areas that might connect liberal arts and general education students

  • Find and implement methods for creating a classroom where IBL can take place

  • Investigate how interactions between teachers and students can change based on the course curriculum, classroom, and the roles of those actively involved in IBL

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Quantitative Reasoning/Literacy

The conversation regarding the importance, as well as the content, of quantitative literacy has been an ongoing discussion for over 20 years. AMATYC understands the importance of quantitative literacy and integrating quantitative literacy outcomes into all mathematics courses. Additionally, faculty are encouraged to integrate quantitative literacy methods across the college curriculum.

Topics for your TW include but are not limited to:

  • Exhibit perseverance, ability, and confidence to use mathematics to solve problems

  • Perform mental arithmetic and use proportional reasoning

  • Estimate and check answers to problems and determine the reasonableness of results

  • Use geometric concepts and representations in solving problems

  • Collect, organize, analyze data, and interpret various representations of data, including graphs, and tables

  • Use a variety of problem-solving strategies and exhibit logical thinking

  • Use basic descriptive statistics

  • Utilize linear, exponential, and other nonlinear models as appropriate

  • Communicate findings both in writing and orally using appropriate mathematical language and symbolism with supporting data and graphs

  • Work effectively with others to solve problems

  • Demonstrate an understanding and an appreciation of the positive role of mathematics in their lives.

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Introductory Statistics courses are growing in both enrollment and course offerings at community colleges across the country. This boom is in great part due to the “pathways” model which has been implemented at many institutions. An AMATYC Traveling Workshop in Statistics can provide information on new methods of instruction as well as best practices for faculty teaching statistics as outlined by professional statistics organizations.

Topics for your TW include but not limited to:

  • Discussing recommendations of national organizations of statistics education for teaching introductory statistics courses

  • Developing an introductory statistics course structured around the Guidelines for Assessment and Instruction in Statistics Education (GAISE)

  • Discussing strategies for emphasizing conceptual understanding in an introductory statistics course

  • Finding and using real data in the classroom

  • Developing statistical literacy and thinking

  • Choosing appropriate technology for teaching introductory statistics

  • Finding and using online resources for teaching introductory statistics

  • Implementing classroom activities that enhance learning

  • Developing assessment strategies and instruments that measure student learning

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Teacher Preparation

There are many issues based in mathematics content, technology, pedagogy, research, and assessment for future teachers. The focus of the Teacher Preparation Strand is centered on mathematical and technological preparation of prospective K-8 teachers at two-year colleges and the broader issue of two-year college involvement in teacher preparation.

Topics for your TW include but not limited to:

  • The mathematics that prospective K-8 teachers should know and be able to do

  • Integration of technology into the teacher-prep curriculum

  • Pedagogical models that deliver appropriate standards-based mathematical content

  • Examination of current research

  • Issues of course creation and articulation of coursework with 4-year institutions

  • Common-core standards for K-8 instruction

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Traveling Technology Workshops are hands-on workshops using current computer and classroom technology for undergraduate mathematics instruction. Workshop presenters stress the application of the technology for improving teaching and learning.

Facilitators can train your faculty on any of the following topics:

  • Online, Hybrid, and Web-enhanced Learning

  • Online Homework

  • Digital Math Manipulatives

  • Graphing Calculators

  • Classroom Response Systems (clickers)

  • Tablet PCs and Mobile Technologies

  • Document Cameras and Interactive Board Technologies

  • Computer Algebra System (CAS) Software

  • Spreadsheets or other Mathematics Software, including Screencasting Software


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