Let’s Talk! Autism: “Cultural Shift in MTH 111” with Professor Heiko Spoddeck

Hosted by Amanda Antell. Guest speaker Professor Heiko Spoddeck. Produced by the Let's Talk! Podcast Collective. Editor Carrie Cantrell. Audio editing and transcription by Hannah "Asher" Sham. Web article by Cherranne "Anne" Verduin. Web hosting by Eugene Holden.

Let’s Talk! Autism: “Cultural Shift in MTH 111” with Professor Heiko Spoddeck

Summary: In this episode of “Let’s Talk! Autism,” host Amanda and Professor Heiko Spoddeck delve into the recent cultural shift surrounding Math 111 at Sylvania Campus. The episode examines the motivations behind the change and its potential impacts on students’ perceptions of the course. Heiko, co-chair of the Math Department, discusses his background, the challenges students face in math, and the systemic issues that have contributed to Math 111’s high failure rates.

  • Hosted By: Amanda Antell
  • Guest Speakers: Prof. Heiko Spoddeck
  • Produced By: Let’s Talk! Podcast Collective
  • Audio Editing & Transcription: Hannah “Asher” Sham
  • Web Article: Cherranne “Anne” Verduin
  • Web Hosting: Eugene Holden
  • Editor: Carrie Cantrell
  • Released on: 01/06/2025
  • More resources at our home website.

An isometric illustration of people interacting with mathematical and graphical elements. The scene includes a large quadratic formula in the center, a pie chart, bar graphs, and geometric tools like a protractor and ruler. Several individuals are engaged in activities, such as reading, working on laptops, and analyzing data. Bright and vibrant colors like red, yellow, and blue dominate the scene, with a pencil holder and other academic tools in the background. The overall theme is education, mathematics, and data visualization.

With the cultural shift of Math and how it’s taught in relation to the different majors and interests of students, professors and colleges are trying to make efforts to create a change. Image by pikisuperstar on Freepik.

Let’s Talk! Autism: “Cultural Shift in MTH 111” with Professor Heiko Spoddeck

Article by Cherranne “Anne” Verduin

In this episode of “Let’s Talk! Autism,” host Amanda interviews Professor Heiko Spoddeck, co-chair of the Math Department at Portland Community College’s Sylvania Campus, about the recent cultural shift in Math 111.

This interviewee, a math professor, says academic advisors tend to just recommend Math 111 to students, whether they need it or not. He says the advisor should instead ask the student, “Are you interested in engineering or science?” If the answer to that question is a decided and clear, “Absolutely not,” then that student should not be taking Math 111. Which is why some of the culture shifts are happening. The need is being recognized to “funnel people into the right math class,” as he puts it. To determine which of the many math classes is appropriate for each student based on their interests.

Name Change 

What PCC used to call “Math 111” we now call “Precalculus 1,” with every other college in Oregon calling it “Math 111 Z.” Oregon CCN has decided to name these classes, assign a number of credits, and then accept each other’s classes. “So, if you take 111 Z at PCC, it will be accepted at every other Oregon school of higher learning.” They changed the name of Math 111 to Precalculus to make it very clear that this is a class for Calculus.

What Brought This Official Name Change On?

At PCC, we made the change because, as was mentioned before, this class is meant to prepare a student for Calculus, and it was instead being treated as just another math class to have under your belt and recommended to students who had no need for calculus classes in their chosen field. It was to clarify that if all someone needs is a college level math class, 111 is not the right class for them. What they need is Math 105, Statistics, or both.

Why Was This Attitude, That Math 111 Should Be Required, Supported for So Long?

“Each field decides what math requirements they want.” So to make the best decision about who should take what class, this professor says, “You want to choose the people who are likely to succeed, so that you maximize the resources that you’re giving to students, and what is an equitable way to do that? I don’t know. I don’t have the answer for that, but math is not an equitable tool from my point of view, the way things are at this point.”

Instruction is shifting toward being more individualized, “more understanding that an individual person is an individual person.”. It seems to be a common belief that taking math 111 keeps all your options open. This professor, however, feels that Math 111 closes options instead. Because it results in students who don’t need Math 111 taking it, being unhappy in it, and then having to repeat it because they fail it. Which is why, again, the first question a student should be asked when choosing math classes is, “What are you interested in right now?” Then they can take, say, Math 105, and then, if they find a passion for math in their heart and  they opt for 111, that’s great for them. Because now they know they want to work in a stem field, for which Math 111 is completely appropriate.

In closing, these speakers encourage, “It’s just a skill … it will be worth it to just practice, practice, practice.” And, “If you’re struggling in these classes, you aren’t stupid. It’s not that you’re not good enough. These are growing pains, and you just need to get comfortable with the material. You don’t need to master it.” “Sometimes it’s about the right teacher and getting the right support and just figuring out how your brain works. Everyone’s brain is different.”

Search: Disability Cultural Alliance (DCA)