PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Changing the script: How teaching calculus using team-based learning misaligns with students’ views of how learning mathematics occurs
Page: 53
Active learning has been shown to increase student success and improve student confidence, whereas ambitious teaching potentially leads to decreased student attitudes for learning mathematics. In this study, we examined how 18 Calculus I students’ beliefs, attitudes, and expectations were met or challenged across a semester when taught using Team-Based Learning, an ambitious teaching method. Results indicate that aspects of the TBL design, including initial interaction with content outside class, reduced emphasis on instructor lectures, and complexity of the tasks may have contributed to students’ negative attitudes. These negative attitudes interplayed with students’ beliefs about their competence to learn mathematics on their own and their beliefs about the nature of mathematics and how mathematics should be learned.