PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Variations in implementation of student-centered instructional materials in undergraduate mathematics education
Page: 74
Pedagogical reforms in undergraduate STEM courses are garnering increasing attention in the literature and from national organizations in disciplines such as mathematics, physics, and chemistry. While there is significant evidence to support the effectiveness of classroom-based pedagogical reforms, the way in which these reforms are taken up by those not involved in their development varies widely. This comparative case study seeks to better understand the ways in which student-centered instructional reforms in undergraduate mathematics are implemented. Data is taken from videotaped instruction of three participating instructors at three different institutions as they work to implement a student-centered instructional unit focused on supporting students’ understanding of span and linear independence in undergraduate linear algebra. This analysis examines the way in which these instructors structured class time when implementing the unit, and the nature of opportunities for students to explain their thinking in the context of whole class discussions.