PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
PROMESAS SSC: Transforming the teaching of collegiate mathematics
Page: 594
In this study, we describe how a funded professional development program for collegiate mathematics faculty impacted their teaching philosophy. As a result of this program, participants felt an obligation to attend to students’ needs as part of student-centered learning, found rich tasks useful to connect students’ prior knowledge with new content, recognized the value of creating a sense of community in the classroom, and established a community among themselves. This newfound community was especially valuable for adjunct faculty. The participants expressed how they shifted and aligned their teaching beliefs with teaching practices, appreciated evidence-based teaching techniques, taught with intention, and realized how both they and their students had more fun in the classroom. Furthermore, the participants came to comprehend how these practical and philosophical transformations fostered equitable teaching practices in the mathematics classroom. The structure of this program may serve as a model for future professional development programs.