PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Supporting instructional change: The role of facilitators in online working groups
Page: 1117
Research has shown that faculty benefit from support and collaboration when introducing student centered instruction into their teaching (Henderson, Beach, & Finkelstein, 2011; Speer & Wagner, 2009). The RUME community has some knowledge about how these supports take shape and grow (e.g., Hayward, Kogan, & Laursen, 2015), but work is still needed. A crucial component is researching the facilitation of these supports. In this study, we focus on how the facilitation of online working groups occurs. Our preliminary results indicate that the actions facilitators take play crucial roles in how to use discussions of mathematics to proactively engage in student thinking.