RUME 26
2024
Omaha, Nebraska
Student and Instructor Experiences of Equity and Access for Team-Worthy Tasks in Discrete Mathematics
Page: 1318
This poster reports on a state-wide effort in California to reform post-secondary discrete mathematics curriculum and instruction. The focal research examines student and faculty experience of seven team-worthy lessons used as substitutes for lecture and of associated scaffolds for faculty on equitable instruction using the lessons. Early results indicate increases in students’ sense of access to, and engagement in, the intellectual work of discrete mathematics, growth in instructor knowledge of equity-supportive practices and in perceptions of themselves as facilitators of learning, and a positive reshaping of instructors’ views of students’ capabilities.