ERIC Number: EJ1427953
Record Type: Journal
Publication Date: 2024-Apr
Pages: 34
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2198-9745
EISSN: EISSN-2198-9753
Lessons Learned about Incorporating High-Leverage Teaching Practices in the Undergraduate Proof Classroom to Promote Authentic and Equitable Participation
Kathleen Melhuish; Paul C. Dawkins; Kristen Lew; Sharon K. Strickland
International Journal of Research in Undergraduate Mathematics Education, v10 n1 p284-317 2024
In recent years, professional organizations in the United States have suggested undergraduate mathematics shift away from pure lecture format. Transitioning to a student-centered class is a complex instructional undertaking especially in the proof-based context. In this paper, we share lessons learned from a design-based research project centering instructional elements as objects of design. We focus on how three high leverage teaching practices (HLTP; established in the K-12 literature) can be adapted to the proof context to promote student engagement in authentic proof activity with attention to issues of access and equity of participation. In general, we found that HLTPs translated well to the proof setting, but required increased attention to navigating between formal and informal mathematics, developing precision around mathematical objects, supporting competencies beyond formal proof construction, and structuring group work. We position this paper as complementary to existing research on instructional innovation by focusing not on task trajectories, but on concrete teaching practices that can support successful adaption of student-centered approaches.
Descriptors: Mathematics Instruction, Mathematical Logic, Validity, Teaching Methods, Undergraduate Study, College Mathematics, Student Centered Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A