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Showing 1 to 15 of 90 results Save | Export
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Hagman, Jessica Ellis – PRIMUS, 2021
Through a multi-year, national calculus study, researchers have recently identified seven characteristics of successful college calculus programs. We identified these seven characteristics by visiting five doctoral-granting mathematics departments with successful calculus programs and uncovering the common traits among them. These seven traits…
Descriptors: Mathematics Instruction, Calculus, Inclusion, Preservice Teacher Education
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Radzimski, Vanessa; Leung, Fok-Shuen; Sargent, Pam; Prat, Alain – PRIMUS, 2021
We discuss an innovative course model used in first-year calculus courses at a large North American research university, which we refer to as the "Blended Model." We argue that our model takes the best features of lectures, flipped classrooms, and traditional recitations, and gathers them into a cohesive, robust structure that benefits…
Descriptors: Teaching Methods, Flipped Classroom, Calculus, Research Universities
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Lewis, Drew; Clontz, Steven; Estis, Julie – PRIMUS, 2021
Team-Based Learning (TBL) is a cooperative learning strategy blending elements of flipped learning, inquiry-based learning, and problem-based learning. Although used quite frequently in other disciplines, use of this strategy in mathematics has been limited. In this article, we describe how TBL can be implemented in math courses with adherence to…
Descriptors: Cooperative Learning, Inquiry, Active Learning, Flipped Classroom
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Rapke, Tina; Hall, Jennifer; Marynowski, Richelle – PRIMUS, 2021
We describe a method that instructors can use to grade tests and assignments that can be used in follow-up inquiry-based activities in class to review material. The grading process is essentially a sorting of student assignment/test responses based on the instructor's conception of what makes responses acceptable. The instructor can assign a grade…
Descriptors: Grading, Assignments, Tests, Inquiry
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Moore-Russo, Deborah; Kornelson, Keri; Savic, Milos; Andrews, Candace – PRIMUS, 2021
In this case study, we use organizational development and change theory to look at how the University of Oklahoma (OU) has attended to the mathematical pathway leading to STEM fields. Using multiple sources of data, we are able to create an informative narrative that provides the particular context of the situation and in-depth picture of the…
Descriptors: Organizational Change, Organizational Development, College Mathematics, STEM Education
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Villalobos, Cristina; Kim, Hyung Won; Huber, Timothy J.; Knobel, Roger; Setayesh, Shaghayegh; Sasidharan, Lekshmi; Galstyan, Anahit; Balogh, Andras – PRIMUS, 2021
Research indicates multi-section coordination improves the academic performance of students in STEM education. This paper describes the process of coordination in Precalculus, Calculus 1, and Calculus 2 courses undertaken by a large department that grew from the merger of two institutions through a pilot program and a project grant. Components…
Descriptors: STEM Education, Calculus, Success, Mathematics Achievement
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Oliver, Jesús; Olkin, Julia – PRIMUS, 2021
This work outlines a model for creating momentum for active learning at the departmental level through a Community of Practice. This approach focuses on empowering members of the community by providing easy access to active learning tasks, pacing guide, and teaching tips for the course.
Descriptors: Mathematics Instruction, Active Learning, College Mathematics, Teaching Methods
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Gruber, Sean; Rosca, Raluca I.; Chazan, Daniel; Fleming, Elizabeth; Balady, Steve; VanNetta, Catherine; Okoudjou, Kasso A. – PRIMUS, 2021
Addressed toward course coordinators and departmental leaders interested in redesigning an undergraduate mathematics course, we highlight the steps our team at the University of Maryland, College Park has taken in bringing active learning to our Precalculus course. We provide examples of ways in which we have coordinated active learning across…
Descriptors: Undergraduate Study, College Mathematics, Mathematics Instruction, Calculus
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Lange, Karin E.; Deiger, Megan; Bourque, Matthew; Tingley, Peter; Peters, Emily; Jordan, Laurie E.; Giaquinto, Anthony – PRIMUS, 2021
In the context of national collaborative efforts to increase the prevalence of active learning strategies in undergraduate precalculus and calculus classrooms, we discuss the context, strategy, and processes used at one university to create change within a mathematics department. We highlight the use of a unified active learning approach and the…
Descriptors: College Mathematics, Mathematics Instruction, Active Learning, Teaching Methods
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Ksir, Amy E.; Allman, Justin M.; Hetherington, Noble, III.; Selbach-Allen, Megan E.; Skipper, Daphne – PRIMUS, 2021
Over the past 10 years, the authors of this paper have implemented a series of project-based and inquiry-based learning initiatives in the calculus sequence at our institution. These initiatives took place in a department with an existing strong culture supporting teaching innovation and improvement. In this paper, we describe three initiatives in…
Descriptors: Calculus, Mathematics Instruction, Inquiry, Teaching Methods
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Miller, E.; Fowler, J.; Johns, C.; Johnson, J., Jr.; Ramsey, B.; Snapp, B. – PRIMUS, 2021
We discuss a decade of initiatives to improve the teaching and learning of calculus at The Ohio State University. Calculus at OSU is taught in lecture/recitation format with large lectures and is tightly coordinated, so all innovations had to occur within that framework. We show how many smaller projects built upon one another to create a larger…
Descriptors: Mathematics Instruction, Calculus, College Mathematics, Active Learning
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Soto, Roberto C.; Marzocchi, Alison S. – PRIMUS, 2021
With knowledge in hand that teaching mathematics through active engagement leads to better learning outcomes for students, the field of mathematics is now tasked with researching effective facilitation of professional development for faculty. Our university embarked on an initial year of active learning professional development for mathematics…
Descriptors: Active Learning, Faculty Development, Teacher Attitudes, Mathematics Instruction
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Diamond, Kate; Kandola, Shelley; Weimerskirch, Mike – PRIMUS, 2021
Historically, math education at the high school and introductory college levels has focused on computational skills. With the advancement of computational technologies, problemsolving and other higher-order thinking skills should become the focal point. This article discusses ways in which the University of Minnesota has integrated problem-solving…
Descriptors: Problem Solving, Skill Development, Active Learning, Calculus
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Bennoun, Steve; Holm, Tara – PRIMUS, 2021
The Mathematics Department at Cornell University has recently secured a grant from the University to implement systemic change in how we teach courses that reach students at critical transition points in their mathematical development. In this article, we report on the changes made to our large multi-section first-semester calculus course in order…
Descriptors: Mathematics Instruction, Teaching Methods, Educational Change, Active Learning
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Dunnigan, Gerri; Halcrow, Cheryl – PRIMUS, 2021
We describe a project to restructure the way Applied Calculus is taught at our university to improve student success rates. Eliminating large lecture sections, re-evaluating the needs and expectations of our students, developing uniform course delivery and grading systems, incorporating active learning teaching methods, and focusing on conceptual…
Descriptors: Mathematics Instruction, College Mathematics, Calculus, Teaching Methods
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