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 this paper is to provide details on how the project was conceived and implemented; instruments, research methodologies and active learning strategies used; and 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 faculty’s teaching practices.
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Dagley, Melissa A.; Gill, Michele; Saitta, Erin; Moore, Brian; Chini, Jacquelyn; and Li, Xin
"Using Active Learning Strategies in Calculus to Improve Student Learning and Influence Mathematics Department Cultural Change,"
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference: Vol. 2
, Article 8.
Available at: https://digitalcommons.georgiasouthern.edu/stem_proceedings/vol2/iss1/8