Purpose: This paper examines how mathematics teacher educators (MTEs) learn to enact equitable mathematics instruction using technology through lesson study (LS). Design/methodology/approach: A LS team with three MTEs conducted three iterations of LS on teaching the Pythagorean Theorem in an in-person, technology-mediated environment. Many forms…

Cornell University has long offered a Calculus for Life Sciences course. In this case study, we report on how a team of pure mathematicians has modernized both the content and teaching methods of this course. The content went from a standard calculus course with few genuine applications in the life sciences to a course focusing on dynamical…

Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic…

Given the importance of mathematics performance of learners and the challenges in South Africa, it is important that the expertise of all role-players, including the subject advisors who visit the teachers to guide and support them, is used to its full potential. While some studies have explored the experiences of teachers in this regard,…

This is a study of student engagement with computational labs in Calculus 2. The labs task students with using MATLAB to investigate contexts such as rocket science, disease modeling, and market economics forecasting by modifying and executing provided code, guided by questions that have students report the results of their simulations or…

Culturally relevant pedagogy (CRP) seeks to improve equity in instruction and leverage students' experiences by promoting academic success, cultural competence, and sociopolitical consciousness. We examine instructors' perceptions of student identity to understand the ways undergraduate mathematics instructors are enacting or experiencing barriers…

The Mathematics Department at Cornell University has recently secured a grant from the University to implement systemic change in how we teach courses that reach students at critical transition points in their mathematical development. In this article, we report on the changes made to our large multi-section first-semester calculus course in order…

The pre-service teacher followed in this paper aimed to act as an agent of change during a time of reform in Irish secondary mathematics education. A teacher-researcher led action research project was conducted to depict the reality of the situation regarding the implementation of mathematical problem solving from a variety of perspectives-namely…

This study aims to examine the views of preservice primary school teachers about the integration of children's literature in mathematics teaching. The views of the participants were collected before and after the use of a course outline based on the integration of mathematics with children's literature. The study had a qualitative research design,…

This article discusses a collaborative effort to implement curriculum compacting activities with elementary students in conjunction with developing teacher candidates' abilities to teach mathematics. This endeavor included a partnership between a university and a local elementary school. All stakeholders benefited from this project: The elementary…

Education, science, and technology disciplines are closely and extensively connected in all formats and levels. The outbreak of COVID-19 has further squeezed this interconnection where the delivery of education in different scientific fields of studies at all education levels is almost impossible without the presence of technology. Today, there is…

This five-year study of the peer-led team learning (PLTL) paradigm examined its implementation in a Calculus I course at an all-male HBCU institution. For this study we set up a strong control group and measured the effect of PLTL in the teaching and learning of Calculus I through two points of measure: retention and success rates and learning…

The National Curriculum Statement for Grades R-9 (NCS) (Department of Education, 2002) asks that Indigenous Knowledge Systems (IKS) be valued in South African schools and classrooms. Teachers are urged to use context-specific and context-relevant forms of IK to teach content; and to incorporate IK methodologies into their teaching methods. Little…

We present the process our institution used to create a statistics requirement for almost all incoming first-year students. From conception and planning, to hiring and acceptance by the university community, we offer lessons learned should you consider making such a shift in your own curriculum.

Service-learning can mean different things and look quite different in varying statistics curricula that may include undergraduates, graduates, majors and non-majors across a wide array of higher institutions. The terms community engagement, volunteerism, community-based projects and service-learning are tossed around on various institutions'…