PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Mathematics instruction leadership in undergraduate departments
Page: 485
Many universities have begun to coordinate their introductory mathematics courses to handle multiple sections of the same course, a situation necessitated by the large numbers of students taking precalculus and calculus. Robust coordination systems consist of two major elements: uniform course elements (e.g., common text; exams) and regular instructor meetings. These regular meetings may turn calculus instruction into a joint enterprise, potentially engendering a community of practice. Of particular importance are those who act as leaders (formally and/or informally) within these coordination systems – these people have the potential to influence and “nudge” instructors towards improving their practice (Rasmussen & Ellis, 2015). This study combines case study findings with social network data to investigate instructional leaders at five diverse institutions, considering both formal and informal coordination phenomena, and hypothesize about their potential to influence practice in their departments.