PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Factors influencing instructor use of student ideas in the Multivariable Calculus Classroom
Page: 1481
Despite overwhelming evidence of the effectiveness of student engagement in instruction, practicing mathematics instructors often use instructor-centric practices even if they value student engagement. Answering a call by Henderson and Dancy (2007) to study the implementations of researched-based curriculum in the classroom, this paper looks at the change in practices and values of instructors utilizing active-engagement activities in multivariable calculus classes. This curriculum incorporates context and multiple representations, and we look for evidence that addresses whether these features facilitate instructor use of student ideas in instruction.