RUME 28
2026
Alexandria, Virginia
Where and to Whom Should Students Talk About Math: Mathematicians’ Contemplations of Student-Instructor and Student-Student Interactions
Page: 1450
In this poster, we analyze and present a researcher-instructor collaboration with mathematicians to identify features of activities that would increase mathematicians use of active learning pedagogy in a proof-based linear algebra course. We use data generated from these interactions to identify and consider different instructors’ openness to interlocutor pairs: student-student and instructor-student in discussion-based mathematics. We then consider their conflicting obligations when contemplating the implementation of discussion inside of the classroom, and the reasons that peer-peer discussion may be more viable outside of class.