A case for whole class discussions: Two case studies of the interaction between instructor role and instructor experience with a research-informed curriculum

PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION

2016

Pittsburgh, Pennsylvania

A case for whole class discussions: Two case studies of the interaction between instructor role and instructor experience with a research-informed curriculum

Page: 1395

• Aaron Wangberg
• Elizabeth Gire
• Brian Fisher
• Jason Samuels

This paper presents case studies of two instructors implementing a research informed multivariable calculus curriculum. The analysis, structured around social constructivist concepts, focuses on the interactions between the roles of the instructor in facilitating student discussions and the instructors’ experiences with the activities. This study is a part of an effort to evaluate and improve the project’s effectiveness in supporting instructors in implementing the activities to promote rich discussions with and among students. We find these instructors to be focused on their roles as facilitators for student­centered small­group discussion and that they choose not to have of whole class discussions. We argue that initiating whole class discussions would address concerns and negative experiences reported by the instructors.