PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Adapting the norm for instruction: How novice instructors of introductory mathematics courses align an active learning approach with the demands of teaching
Page: 850
As undergraduate mathematics instructors continue to implement active learning strategies and practices, researchers investigate the factors that contribute to classroom environments that are conducive to this approach. In this preliminary report, four “novice” instructors share their reflections, challenges, dilemmas, and personal growth from teaching introductory mathematics courses via an active learning approach. Instructors navigated institutional demands and innovative, “flexible” learning spaces to make reasonable pedagogical decisions. By examining the practicality of their decisions with respect to teaching norms and obligations, this study emphasizes the many resources and supports that instructors utilize to improve their teaching.