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Showing 1 to 15 of 59 results Save | Export
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Mazur, Kristen; Taylor, Laura – PRIMUS, 2022
According to the MAA Instructional Practices Guide, deep learning requires student engagement with content both inside and outside the classroom. Hence, mathematics instructors must work to engage students in the learning experience. Higher education research often equates engaged learning and active learning, but what does engaged learning mean…
Descriptors: Student Attitudes, Learner Engagement, Calculus, Active Learning
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Soosloff, Elisa; Huey, Maryann; Alexander, Daniel S. – PRIMUS, 2023
In this reflection of teaching, we describe a series of activities that introduce the Taylor series through dynamic visual representations with explicit connections to students' prior learning. Over the past several decades, educators have noted that curricular materials tend to present the Taylor series in a way that students often interpret as…
Descriptors: Mathematics Instruction, Visual Aids, Prior Learning, Teaching Methods
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Hwang, Jihye; Castle, Sarah D.; Karunakaran, Shiv Smith – PRIMUS, 2022
Collegiate mathematics instructors are moving away from traditional lecture-based teaching practices to accommodate the pedagogies that support more active student learning. As part of the movement, groupwork has been increasingly implemented. At the same time, mathematics classrooms have become increasingly diverse and also in the distribution of…
Descriptors: College Faculty, Mathematics Teachers, College Mathematics, Teaching Methods
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Chamberlain, D.; Grady, A.; Keeran, S.; Knudson, K.; Manly, I.; Shabazz, M.; Stone, C.; York, A. – PRIMUS, 2021
In this note, we describe a large-scale transition to an active learning format in first-semester calculus at the University of Florida. Student performance and attitudes are compared across traditional lecture and flipped sections.
Descriptors: College Mathematics, Calculus, Active Learning, College Freshmen
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Rämö, Johanna; Lahdenperä, Juulia; Häsä, Jokke – PRIMUS, 2021
Over the past 9 years, we have implemented, developed, and refined a novel student-centered teaching method called Extreme Apprenticeship in university mathematics context. In this paper, we report the theoretical orientation behind the method, as well as its practical implementation. We also reflect on our experiences gained from using it in our…
Descriptors: College Mathematics, Mathematics Instruction, Teaching Methods, Student Centered Learning
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Bennoun, Steve; Holm, Tara – PRIMUS, 2021
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…
Descriptors: Mathematics Instruction, Teaching Methods, Educational Change, Active Learning
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Rapke, Tina; Hall, Jennifer; Marynowski, Richelle – PRIMUS, 2021
We describe a method that instructors can use to grade tests and assignments that can be used in follow-up inquiry-based activities in class to review material. The grading process is essentially a sorting of student assignment/test responses based on the instructor's conception of what makes responses acceptable. The instructor can assign a grade…
Descriptors: Grading, Assignments, Tests, Inquiry
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Bruder, Andrea; Kohler, Brynja R. – PRIMUS, 2020
Although modeling is an integral process in applied mathematics, students rarely encounter modeling opportunities in their calculus courses. We introduce a laboratory experience as a starting point for calculus students to investigate multivariable functions. A layered system of coffee and milk serves as a physical model for temperature gradients…
Descriptors: Calculus, Mathematics Instruction, Climate, Food
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Radzimski, Vanessa; Leung, Fok-Shuen; Sargent, Pam; Prat, Alain – PRIMUS, 2021
We discuss an innovative course model used in first-year calculus courses at a large North American research university, which we refer to as the "Blended Model." We argue that our model takes the best features of lectures, flipped classrooms, and traditional recitations, and gathers them into a cohesive, robust structure that benefits…
Descriptors: Teaching Methods, Flipped Classroom, Calculus, Research Universities
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Lange, Karin E.; Deiger, Megan; Bourque, Matthew; Tingley, Peter; Peters, Emily; Jordan, Laurie E.; Giaquinto, Anthony – PRIMUS, 2021
In the context of national collaborative efforts to increase the prevalence of active learning strategies in undergraduate precalculus and calculus classrooms, we discuss the context, strategy, and processes used at one university to create change within a mathematics department. We highlight the use of a unified active learning approach and the…
Descriptors: College Mathematics, Mathematics Instruction, Active Learning, Teaching Methods
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Boyce, Steven; O'Halloran, Joyce – PRIMUS, 2020
We describe the process of adjusting the balance between computer-based learning and peer interaction in a college algebra course. In our first experimental class, students used the adaptive-learning program ALEKS within an emporium-style format. Comparing student performance in the emporium format class with that in a traditional lecture format…
Descriptors: Active Learning, College Students, Algebra, Mathematics Instruction
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Bénéteau, Catherine; Guadarrama, Zdenka; Guerra, Jill E.; Lenz, Laurie; Lewis, Jennifer E.; Straumanis, Andrei – PRIMUS, 2017
In this paper, we will describe the experience of the authors in using process-oriented guided inquiry learning (POGIL) in calculus at four institutions across the USA. We will briefly examine how POGIL compares to and fits in with other kinds of inquiry-based learning approaches. In particular, we will first discuss the unique structure of a…
Descriptors: Mathematics Instruction, College Mathematics, Calculus, Undergraduate Study
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Dunmyre, Justin R. – PRIMUS, 2019
In this paper, I present a homework system that supports a flipped classroom environment using only a textbook for students' first contact with the material. Motivated by David Pengelley's homework system, each unit of material has four key components: Core Assignments, Conceptual Assignments, In-class Worksheets, and Follow-up Assignments. The…
Descriptors: Educational Technology, Technology Uses in Education, Homework, Video Technology
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Reinholz, Daniel L. – PRIMUS, 2018
Increasing evidence supports the use of small group instruction to enhance student learning in undergraduate mathematics. However, effectively enacting such learning methods requires instructors to develop new skills as educators. This paper provides a practical guide for group work in undergraduate mathematics, describing key aspects of group…
Descriptors: Undergraduate Study, College Mathematics, Small Group Instruction, Teaching Methods
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Ksir, Amy E.; Allman, Justin M.; Hetherington, Noble, III.; Selbach-Allen, Megan E.; Skipper, Daphne – PRIMUS, 2021
Over the past 10 years, the authors of this paper have implemented a series of project-based and inquiry-based learning initiatives in the calculus sequence at our institution. These initiatives took place in a department with an existing strong culture supporting teaching innovation and improvement. In this paper, we describe three initiatives in…
Descriptors: Calculus, Mathematics Instruction, Inquiry, Teaching Methods
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