PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Analysis of collaborative curriculum adaptation
Page: 1242
To support mathematics graduate student instructors (GSIs) as teachers, a collaboratively generated curriculum has been developed for all precalculus courses at the University of Nebraska—Lincoln (UNL), focusing on problem-based, student-centered instruction including lesson plans to actively engage students. Over the past few semesters, GSIs and a faculty member at the University of South Carolina (USC) have been working to adopt these materials at their institution for transformational change in GSI teaching. We analyze the allocation of time and teacher design practices for various tasks associated with the adaptation of problem-based handouts and lesson plans. We also consider the implications for personnel with a vested interest in implementing similar changes.