PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Calculus instructor beliefs regarding student engagement
Page: 1611
Student engagement has been identified as a critical element in student learning ofmathematics, yet most university math classrooms have very little active content (Olson &Riordan, 2012). Guided by Schoenfeld’s (2011) framework for instructional decision-making, this study examines calculus instructor beliefs about, purposes for, and barriersagainst student engagement. Results indicate instructors utilize active learning primarilyfor formative assessment and improving student dispositions with development ofunderstanding as a secondary, implicit goal.Key Words: