RUME 26
2024
Omaha, Nebraska
Student Perceptions on Collaborative Class Projects in Gateway College Calculus Courses
Page: 1354
Working in small groups can be a daunting activity for students, yet also provide an opportunity to promote peer interactions and build an inclusive community (Tanner, 2013). In this focus group study, we present how students (n = 43) perceive collaborative class projects in Calculus I at Foliage University, a pseudonymized private, predominantly-White, “very high research” university in an urban metropolitan area in the Northeastern United States. Findings show that participants who highly favored group projects saw these collaborative activities as opportunities: (1) to meet students who can be their friends outside of class, (2) to practice Calculus in a different way, such as being a teacher to a groupmate to explain a concept, and (3) to apply Calculus in practical ways. Meanwhile, other participants disliked group projects because of (1) group dynamics, (2) logistical limitations, and (3) resistance to new ways of learning Math. These findings inform the next iteration of Calculus I group projects at Foliage University. The curriculum team will improve collaborative projects by (1) providing multiple reminders of the already existing pointed instructions and rubrics in multiple modalities, (2) providing best practices in group communication, in regards to norms for participation, work distribution, etc., and (3) providing clear connection to lessons for genuine buy-in from resistant students. In conclusion, collaborative group projects provide opportunities for improving peer social cohesion and practical knowledge of Calculus but need targeted improvements in implementation and genuine buy-in from potentially resistant students.