RUME 27
2025
Alexandria, Virginia
Implementing Playful Mathematics Tasks in Calculus Sections
Page: 1333
This preliminary report explores how students experience playful mathematics tasks in sections of a large Calculus I class. We implemented tasks that have been established to foster playful mathematical engagement and learning in 5 sections, and examined whether students experienced playfulness across multiple dimensions. We found that students enjoyed the class, felt engaged, and considered themselves to have understood the content, which they rated as at least somewhat challenging. These findings are being used to design professional development for future Calculus I teaching assistants, in order to examine potential scalability of playful mathematics and learning to lecture-based classrooms.