PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Faculty Collaboration and its Impact on Instructional Practice in Undergraduate Mathematics
Page: 1584
To reform instruction by moving towards student-centered approaches, research has shown that faculty need and could benefit from support and collaboration (Henderson, Beach, & Finkelstein, 2011; Speer & Wagner, 2009). In this qualitative instrumental case study I examine the ways in which a mathematician’s instruction developed during his participation in a faculty collaboration geared towards reforming instruction and aligning it with inquiry oriented instruction (Kuster, Johnson, Keene, & Andrews-Larson, 2017; Rasmussen & Kwon, 2007). Preliminary results indicate ways in which student thinking was used as a discussion point in the faculty collaboration connected to the ways in which student thinking was used in the classroom to advance the mathematical agenda. Further, results indicate that the mathematical beliefs of the mathematician sometimes took precedence over the use of student work in the classroom.