American Mathematical Society and Mathematical Association of America Press, and the Conference Board of Mathematical Sciences. Martin (Eds.) Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning (Chapter 6, pp. Long-Term University: Building a self-sustaining system. Martin (Eds.) Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning (Chapter 3, pp. Phased Change University: A multistage approach to educational improvement. American Mathematical Society and Mathematical Association of America Press, and the Conference Board of Mathematical Sciences.įunk. Martin (Eds.) Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning (Chapter 2, pp. Martin (Eds.) Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning (Chapter 1, pp. The Student Engagement in Mathematics through an Institutional Network for Active Learning project: An overview. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions?Īs the leader of the editorial team, I also co-authored seven of the chapters and created the executive summary. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15 percnt state that they are very successful at implementing them. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond-trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning ( SEMINAL) study.
The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success.
Transformational Change Efforts: Student Engagement in Mathematics Through an Institutional Network for Active Learning.
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