RUME 25
2023
Omaha, Nebraska
Conceptions of Active Learning, Meaningful Applications, and Academic Success Skills Held by Undergraduate Mathematics Instructors Participating in a Statewide Faculty Development Project
Page: 333
The Mathematical Inquiry Project engages mathematics faculty from all Oklahoma’s public institutions of higher education in collaborative learning and resource development guided by three components of learning mathematics through inquiry: active learning, meaningful applications, and academic success skills. We report our analysis of participants’ interpretations of these components and the social and cognitive mechanisms they entail. Our results (1) provide a descriptive analysis of beliefs and priorities about learning mathematics through inquiry held by post-secondary mathematics faculty and (2) contribute to research and outreach on faculty change using a model incorporating implicit and explicit learning theories, within which the professional activity and collaboration develop a community that supports productive aspects of learning mathematics.