Kathleen Offenholley

Picture of Kathleen Offenholley


Professor
Mathematics

EMAIL: koffenholley@bmcc.cuny.edu

Office: N-599A

Office Hours: Usually in the early afternoon

Phone: +1 (212) 220-1358

Hello! I’m Dr. Kathleen Offenholley. I live in Brooklyn, NY. I’ve been teaching math for 20 plus years. Recently, I was one of five faculty at BMCC to be recognized with a distinguished award. I was also featured in Marks of Excellence and in an article in the Hechinger Report. Besides teaching, my main interests include quilting and karate. There’s an article on the CUNY math blog about me that includes a picture of my favorite quilt, and talks about my karate school, which is part of an anti-violence organization that teaches self defense.

My current research interests include gaming in mathematics education. I am a steering committee member of CUNY Games Network, which connects educators from every campus and discipline at CUNY who are interested in games, simulations, and other forms of interactive teaching. We seek to facilitate the pedagogical uses of both digital and non-digital games, improve student success, and encourage research and scholarship in the developing field of games-based learning. http://games.commons.gc.cuny.edu/

Expertise

Teacher Education, Mathematics Anxiety, Math Education, Educational Technology, Developmental Mathematics Education, Computing and Technology, Adult Education

My Blog on games in math education can be found here.

Article on the Cuny Math Blog.

Degrees

  • Ph.D. Columbia University, Teachers College, Math Education,2007

Courses Taught

Research and Projects

 

  • NSF ATE Grant

    An $875,794 NSF grant that funded an immersive summer STEM program and  the development of a game-based developmental math course for aspiring STEM majors. Our three free games for algebra and precalculus are available for MAC, PC or iphone/ipad (see below).

xPonum is available in the App Store for iPad (search for xPonum) or as a free PC or Mac download at https://mathgamesforstem.wordpress.com/

xPonum is a puzzle game in which players collect gems using a beam of energy. Game play emphasizes exploration, so that players experience mathematics as being about trying out ideas, not just about already having the answer.

At the basic level, in the first world, players use slope and intercepts and must find points along the line, using the slider to shift the line. This level can be played in an introductory algebra class. At later levels, players explore shifts in parabolas, cubic and trigonometric functions, which are suitable as pre-calculus topics.

Project Sampson is available in the App Store for iPad (search for Sampson) or as a free PC or Mac download at https://mathgamesforstem.wordpress.com/

Project Sampson is an adventure and resource management game for middle school math up to College Algebra. It is designed to give players an appreciation for when linear equations are used, and for how Geographic Information Systems are used in disaster preparedness. Players fly to locations across the world to save the planet from disasters, using the energy of the ship to slow down the rate of damage done (the slope) based on how many turns (x) until the disaster hits.

Algebots is available in the App store for iPad & iPhone, and you can download it free for PC or Mac  https://mathgamesforstem.wordpress.com/

Algebots is an equation-solving puzzle game, with little robots who cheer when you get the steps right, and fall asleep if you don’t move them around. Equations range from basic to advanced, including absolute value, systems and radical equations. The game emphasizes that solving is about “undoing” – applying the inverse function – to both sides of the equality or inequality.

 

Publications

Miller, G. and Offenholley, K., A practical guide to discussion in online mathematics courses, in Howard, II, J. (Ed.), Beyers, J. (Ed.). (2020). Teaching and Learning Mathematics Online. New York: Chapman and Hall/CRC

Duncan, R.O., Bisz, J., Boyle, C., Offenholley, K., Smale, M., Stallard, C., & Sturm, D. (Eds.). (2020). Proceedings of the CUNY Games Conference 6.0. New York, NY: The CUNY Games Network. https://academicworks.cuny.edu/gc_pubs/587/

Offenholley, K., Hirsch, J.,  Milman, Y. (2019/2020) So, You Want to Write an OER? Three Authors Share Triumphs, Pitfalls, and Options. Mathematics Teaching Research Journal. Vol 11. https://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2020/02/v11n34-So-You-Want-to-Write-an-OER.pdf

Wladis, C., Offenholley, K., Licwinko, S., Dawes, D. and Lee, J. K. (2018). Development of the Elementary Algebra Concept Inventory for the College Context, Mathematical Association of America (MAA) Research in Undergraduate Mathematics Education (RUME) Conference, San Diego, CA, 2/23/18.

Wladis, C., Verkuilen, J., McCluskey, S., Offenholley, K., Dawes, D., Licwinko, S., Lee, J.K. (2018). Challenges in concept inventory creation: the complex relationship between procedural fluency and conceptual understanding. Mathematical Association of America (MAA) Research in Undergraduate Mathematics Education (RUME-NE) Northeast Regional Conference, New Brunswick, NJ, 10/6/18.

Wladis, C., Offenholley, K., Licwinko, S., Dawes, D. and Lee, J. K. (2018) Development of the elementary algebra concept inventory for the college context, In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA.

Offenholley, K. (2012). A Discourse Analysis of the Online Mathematics Classroom, American Journal of Distance Education, 26:4, 236-248,The American Journal of Distance Education (for colleagues, email me for free access to the article)

Offenholley, K. (2011). Toward an analysis of video games. ,Journal of Mathematics Education at Teachers College (JMETC), 2.

Offenholley, K. (2013) Bundled-Up Babies & Dangerous Ice Cream: Correlation Puzzlers,Mathematics Teacher Magazine

Offenholley, K., Wladis, C, George, M. (2011). Identifying developmental students who are at-risk: an intervention using computer-assisted instruction at a large urban community college. ,Special Interest Group of the Mathematical Association of American on Research in Undergraduate Mathematics Education (SIGMA RUME)

William, E., Chin, B., Felt, A., Giraldo, J., Kwon, M., Offenholley, K., Ul-haq, I., Vallin, R. (2011). Voting Theory. ,DIMACS Undergraduate Education Modules (The Rutgers University Center for Discrete Mathematics).

Offenholley, K. (2012). Gaming your Mathematics Course: The Theory and Practice of Games for Learning,The Journal of Humanistic Mathematics, Vol. 2 (2)

Offenholley, K. Online Tutoring Research Study for Remedial Algebra,UCJC Community College Journal of Research and Practice

Wladis, C., Offenholley, K. George, M. Leveraging Technology to Improve Developmental Mathematics Course Completion: Evaluation of a Large-Scale Intervention,UCJC Community College Journal of Research and Practice

Duncan, R.O., Bisz, J., Crocco, F., Hernandez, C., Offenholly, K., Potter, L., & Smalle, M. (Eds.). (2014). Proceedings of the 1st CUNY Games Festival. New York, NY: The CUNY Games Network. Retrieved from https://www.cunygames.org.,CUNY Games Network

Download

A Proof of Concept Study of Game-Based Learning in Higher Education,Simulation and Gaming

An instructor-generated concept framework for elementary algebra in the tertiary context,In T. Dooley, V. Durand-Guerrier & G. Guedet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Dubli

Theoretical Framework of Algebraic Concepts for Elementary Algebra, ,In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Ed

Honors, Awards and Affiliations

I was given the distinguished teacher award at BMCC in 2019:

Professors Recognized for Unique Contributions to Student Learning

Additional Information

My dissertation was a discourse analysis of online learning, including how student and teacher interaction influences the online conversation. One of my findings: when teachers talk more online, students tend to talk more, too — but if teachers take up more than a certain proportion of the conversation, students talk less. I also found that when teachers use a sort of Socratic questioning style, encouraging students and asking them questions, students tend to interact more with each other, with longer thread lengths.