PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Beyond good teaching: The benefits and challenges of implementing ambitious teaching
Page: 745
Lampert et al. (2010) define ambitious teaching as teaching designed to achieve the ambitious goals of conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive dispositions. They argue that this kind of teaching necessarily involves actively engaging students. Yet, lecture continues to dominate introductory college calculus courses throughout the country. In this poster, we draw on data from an national project (Characteristics of Successful Calculus Programs) to explore both national trends regarding ambitious teaching practices in calculus and present two case studies that give some important insights into how department-wide ambitious teaching can be instituted and sustained.