Event Detail

Event Type: 
Department Colloquium
Monday, April 25, 2016 - 16:00 to 17:00
Kidder 350

Speaker Info

Colorado State University

Evidence-based research in mathematics education supports the use of
classroom methods that encourage student engagement in learning. Providing
an environment that prompts students to analyze their own learning promotes
the development of metacognitive skills, and has been shown to enhance
learning. This is particularly important in mathematics courses, since a
robust understanding of mathematics underpins success in other STEM
disciplines, and is therefore essential for supporting increased
persistence in STEM fields. Regrettably, mathematics courses are often
taught in traditional, non-engaging, teacher-centered ways, especially at
large institutions where many thousands of students enroll in these courses
each year.

To address this problem, I have designed a model that incorporates
problem-based learning, oral assessments, and writing as active teaching
and learning strategies in the calculus classroom. Preliminary results
indicate that students who participate in such activities perform better on
both procedural and conceptual exam questions. I will present a framework
for instruction, a description of activities, sample student responses, and
some qualitative and quantitative results. I will also discuss future ideas
for applying lessons learned in precalculus courses as well as in GTA
training efforts.