Event Type:

Department Colloquium

Date/Time:

Monday, April 25, 2016 - 16:00 to 17:00

Location:

Kidder 350

Guest Speaker:

Institution:

Colorado State University

Abstract:

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.

Host: