A Holistic Approach to Supporting Student-Centered Pedagogy: Navigating Co-Requisite Calculus I

Autor/inn/en	Hancock, Emilie; Franco, Lorraine; Bagley, Spencer; Karakok, Gulden
Titel	A Holistic Approach to Supporting Student-Centered Pedagogy: Navigating Co-Requisite Calculus I
Quelle	In: PRIMUS, 31 (2021) 3-5, S.608-626 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hancock, Emilie) ORCID (Bagley, Spencer) ORCID (Karakok, Gulden)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2020.1802794
Schlagwörter	Teaching Methods; Mathematics Instruction; Calculus; Social Integration; Lecture Method; Student Centered Learning; College Faculty; Graduate Students; Undergraduate Students; Student Attitudes; Teacher Attitudes; Educational Change; Cooperative Learning; Inquiry; Active Learning; Program Development; Administrator Attitudes; Mathematics Achievement; Outcomes of Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Soziale Integration; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Lehrerverhalten; Bildungsreform; Kooperatives Lernen; Aktives Lernen; Programmplanung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg
Abstract	As calculus instruction moves further from lecture-based instruction toward student-centered pedagogy, support services must align with the changing goals for the course. This paper describes the work of a department as they collectively design and redesign a co-requisite Calculus I course, in an effort to better promote students' academic and social integration into active, student-centered calculus classrooms. We highlight the inclusion of more cognitively demanding and group-worthy tasks, re-negotiation of support for procedures and fundamental concepts, and promotion of collaborative participation. Our discussion is supplemented with reflections from faculty, graduate student instructors, and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01