RUME 27
2025
Alexandria, Virginia
Identifying and Categorizing Instructor Considerations for Active Learning Implementation
Page: 190
In this paper, we discuss our experience collaborating with mathematicians to increase their use of active learning pedagogy in a proof-based linear algebra course. We use this experience to attend to three primary research objectives. First, we identified three primary categories of instructor considerations that would determine whether or not they would incorporate a proposed strategy. Second, we observed and made sense of which of these were most prominent for these mathematicians. Third, we determined what combination of considerations needed to be satisfied to warrant the implementation of a strategy by these mathematicians.