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Abstract

This essay shows how the current SoTL project was used as a vehicle for undergraduate research to directly improve student learning and how it might be used to introduce a new paradigm in the training of secondary mathematics teachers. Using the language of David Lopatto’s research into undergraduate research, I share how I have integrated an undergraduate student as a co-investigator of our SoTL project. The article shares the criterion I used for choosing the student, a brief overview of the SoTL project, the educational benefits for the student and possible future directions for incorporating undergraduate students.

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