2018 Conference Archive (Archived)
Session Format
Conference Session (20 minutes)
Target Audience
Post Secondary Education
Copyright
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Abstract for the conference program
An interdisciplinary team of Physics, Education, Math and Chemistry faculty developed MATH-GAINS (Growing as Adaptive INstructors) creating an ecosystem where Mathematics faculty persistently and sustainably apply active learning strategies in their teaching of Calculus courses. As a result of implementation, MATH-GAI NS proposed to positively affect the wide-spread adaptation of active learning strategies by department faculty as well as student learning, retention and graduation of over 900 students annually. The objective of the session is to provide attendees details on: how the project was conceived and implemented, instruments, research methodologies and active learning strategies used, examples of faculty projects and preliminary results of the study. Results of the study add to the growing body of knowledge of how research-based instructional strategies designed in other STEM disciplines work in math courses, as well as an understanding of the critical factors that influence math faculties' teaching practices.
Proposal Track
T1: Teaching and Learning in the STEM Field
Start Date
3-23-2018 4:00 PM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Dagley, Melissa A.; Li, Xin; Moore, Brian; Saitta, Erin; Chini, Jacquelyn; and Gill, Michele, "Using Active Learning Strategies in Calculus to Improve Student Learning and Influence Mathematics Department Cultural Change" (2018). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 20.
https://digitalcommons.georgiasouthern.edu/stem/2018/2018/20
Archived Content
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Included in
Using Active Learning Strategies in Calculus to Improve Student Learning and Influence Mathematics Department Cultural Change
An interdisciplinary team of Physics, Education, Math and Chemistry faculty developed MATH-GAINS (Growing as Adaptive INstructors) creating an ecosystem where Mathematics faculty persistently and sustainably apply active learning strategies in their teaching of Calculus courses. As a result of implementation, MATH-GAI NS proposed to positively affect the wide-spread adaptation of active learning strategies by department faculty as well as student learning, retention and graduation of over 900 students annually. The objective of the session is to provide attendees details on: how the project was conceived and implemented, instruments, research methodologies and active learning strategies used, examples of faculty projects and preliminary results of the study. Results of the study add to the growing body of knowledge of how research-based instructional strategies designed in other STEM disciplines work in math courses, as well as an understanding of the critical factors that influence math faculties' teaching practices.
