RUME 28
2026
Alexandria, Virginia
Student Experience With Collaborative Teamwork in Post-Secondary Discrete Mathematics
Page: 713
As part of a project developing and researching the use of team-worthy lessons in discrete mathematics in two- and four-year colleges, we conducted a study of three instructors and their 105 students. Classroom observations indicated that the use of team-worthy lessons changed the structure of classroom activity from primarily didactic lecture to at least 75% student-centered activity (e.g., group work, student presentation). However, a change in observed structure is only evidence of an affordance, not of students’ experience of it or how it might have been productive for students. After each team-worthy lesson, students completed surveys about what went well (and not). Analysis of student responses used a framework based on social learning theory. Here we present results about students’ self-reported experiences in terms of agency, authority, creativity, and self-efficacy.