Evidence suggests that Active Learning (AL) and Active Learning Spaces (ALSs) have the potential to improve student learning outcomes. In this study, the student experiences of AL and ALSs in four classes in mathematics and statistics at a Norwegian university are examined through classroom observations, surveys, and interviews. The student…

Gateway courses are foundational, college-level courses that apply to a student's program of study or to a college's general education requirements. These courses are typically considered first-year or lower-division courses and serve as a basis for more advanced studies. Research has demonstrated that completing gateway courses in two key…

Learning centers offer academic resources to postsecondary students to aid in their success. Despite deep work examining the efficiency of these learning centers, the field still does not know enough about students' experiences with these learning centers' resources. By understanding the mechanisms and experiences of students as they learn about,…

Assembly Bill 1705 (AB 1705) seeks to strengthen students' completion of the first STEM Calculus course for Science, Technology, Engineering, and Math (STEM) programs across the California Community Colleges. The law sets new standards for students' placement and first math enrollment to ensure STEM students begin in transfer-level coursework that…

Core maths (CM) qualifications were introduced into the post-16 curriculum in England in 2014, with first assessments in 2016. They are a suite of qualifications aimed at students who achieve a grade 4 (originally a grade C) or higher at GCSE Maths but do not go on to take AS or A level Maths. This group comprised around 40% of all students in…

Students 25 years of age and older comprise one-third of the population in public two-year institutions, and these students face significant disadvantages in first-year retention and eventual graduation. Successfully passing college math and college English are important steps for adult students in building momentum toward a degree. Classroom…

A theoretical-didactic proposal based on variational ideas and the use of GeoGebra is described as a response to a local problem on the understanding of the concept of function and quadratic equation in pre-university students. The theoretical elements of this work are based on the understanding of concepts and the theory of semiotic registers and…

For teachers to provide students with meaningful instruction in area measurement, teachers need robust understandings of area. Here, I describe two cycles of a "lesson experiment" used to investigate prospective teachers' understandings of area units in an undergraduate mathematics class. For each cycle, I collected and analyzed the…

The education sector, among others, was severely affected by the coronavirus disease 2019 (COVID-19) pandemic. Because mathematics has always been singled out as a subject that needs more verbal communication and interaction, rapid adjustments had to be made by mathematics lecturers in higher education institutions to try and facilitate normal…

The objective of this article is to determine which are the international standards and norms of usability that are used in educational technology applied to the teaching of mathematics at secondary and higher education levels, focused on two scenarios: (1) digital educational resources and virtual learning environments (VLEs), and (2) game-based…

In Australian universities, mathematics is often an essential core subject for disciplines such as engineering, information technology and science. These first-year mathematics subjects may have large enrolments of which a significant number fail the subject and repeat. While interventions to retain students are common, those who have failed…

Background: Active learning used in science, technology, engineering, and mathematics (STEM) courses has been shown to improve student outcomes. Nevertheless, traditional lecture-orientated approaches endure in these courses. The implementation of teaching practices is a result of many interrelated factors including disciplinary norms, classroom…

In a recent article, Crider recommends ending a course with a memorable learning experience, called an epic finale, instead of a final exam. Here, we give the details of epic finales given in four mathematics courses: Discrete Mathematics, Information and Coding Theory, Real Analysis, and Complex Analysis. We describe how to reconfigure a course…

Students' proof abilities were explored in the context of an inquiry-based learning (IBL) approach to teaching an introductory proofs course. IBL is a teaching method that puts the responsibility for proof on students and focuses on student discussion and exploration. Data collected from each of the 70 participants included a portfolio consisting…

While assessment, curricular, and pedagogical reforms have improved overall success rates in college math courses, they have been less effective in closing racial equity gaps and fostering equitable classroom experiences for racially minoritized students. Following the insights of critical race math scholars, we argue that racial inequity persists…