PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
An Aative learning environment in introductory analysis
Page: 1630
At Utah State University, the course known as ‘Math 4200:Foundations of Analysis’ is a requirement for all department majors, and, in addition to introducing real analysis, serves as an introduction to rigorous proof. All too frequently, courses such as these are taught with the typical lecture format: the instructor enters the classroom to deliver polished explanations of definitions, theorems, and their proofs, while leaving students to struggle to follow lectures and then struggle further on their own to make sense of incomprehensible homework problems. This poster includes descriptions of easy-to-implement strategies that change the classroom to an active learning environment, with ample opportunities for formative assessment and feedback without overloading the professor with busywork. The strategies include: name tents, group exercises and quizzes, peer-reviewing of homework, concept quizzes, individual presentations, and growth mindset reflections. We surveyed students to find their reactions to these class activities and found positive and helpful implementation hints.