Resources, Orientations, and Goals Informing Calculus Instructors’ Enactment of Equitable Active Learning Teaching Practices Learned Through Approximations of Practice

RUME 28

2026

Alexandria, Virginia

Resources, Orientations, and Goals Informing Calculus Instructors’ Enactment of Equitable Active Learning Teaching Practices Learned Through Approximations of Practice

Page: 357

• Kaitlyn Stephens Serbin
• Karina Uhing

We implemented a semester-long professional development workshop series, training Calculus I and II instructors to implement active learning and equitable teaching practices. The workshops actively engaged instructors in approximations of practice (Grossman et al., 2009) in which they learned to enact various teaching practices like designing tasks; eliciting, noticing, and responding to evidence of student thinking; orchestrating class discussions; fostering inclusive social norms; and equitably managing student participation. After they participated in the workshops, we interviewed the instructors about their decisions to implement the teaching practices from the approximations of practice in their teaching. We analyzed the instructors’ resources, orientations, and goals that informed their decision to enact those practices.