Experiencing Calculus through Computational Labs: Our Department's Cultural Drift toward Modernizing Mathematics Instruction

Autor/inn/en	Krause, Andrew J.; Maccombs, Ryan J.; Wong, Willie W. Y.
Titel	Experiencing Calculus through Computational Labs: Our Department's Cultural Drift toward Modernizing Mathematics Instruction
Quelle	In: PRIMUS, 31 (2021) 3-5, S.434-448 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Willie W. Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2020.1799457
Schlagwörter	Calculus; Mathematics Instruction; College Mathematics; Undergraduate Study; Educational Technology; Technology Uses in Education; Laboratories; Grades (Scholastic); Student Participation; Barriers; Learning Activities; Engineering Education; Educational Change; Change Strategies; Student Attitudes; Undergraduate Students; Teaching Methods; Group Activities; Cooperative Learning + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Grundstudium; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Laboratory; Laboratorium; Notenspiegel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lernaktivität; Ingenieurausbildung; Bildungsreform; Lösungsstrategie; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppenaktivität; Kooperatives Lernen
Abstract	Our traditional model of calculus instruction at a large public research university emphasized factual knowledge and procedural fluency with few realistic applications, leaving a chasm between classroom mathematics and disciplinary practice. Amid an ongoing effort by our department to improve undergraduate learning outcomes, we replaced recitations in Calculus II with computational team labs to bridge this divide. Interview, classroom observation, survey, and gradebook data suggest that the labs facilitated a rich learning experience while student grade outcomes were unchanged. Student engagement, however, was inhibited by institutional structural factors, whose remedy requires a shift in departmental culture concerning the purpose of mathematics instruction. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01