PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Adapting K-12 teaching routines to the advanced mathematics classroom
Page: 915
In recent years, there has a been a push for undergraduate mathematics classrooms to move away from purely lecture to a model where students are more actively engaged in their own learning. Such a transition is hardly a trivial task and requires robust instructional supports. Our recent work endeavors to adapt research-based supports from the K-12 level to the undergraduate abstract algebra classroom. In this report, we share preliminary results from a design-based research project directly aimed at adapting best practices to this new setting. We share several illustrations of how particular teaching routines (Melhuish & Thanheiser, 2017; Teachers Development Group, 2013) can productively unfold in a proof-based setting.