Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL)
Our goal is to better understand how to enact and support institutional change aimed at implementing active learning in undergraduate mathematics learning environments.
Active Learning of Mathematics is defined as teaching methods and classroom norms that promote:
students’ deep engagement in mathematical reasoning
instructor interest in and use of student thinking
Curriculum should focus on key mathematical ideas (sense making & procedural fluency).
Students propose questions, communicate reasoning, & share solutions in process.
Instructors promote student engagement & build on student thinking.
What are we doing now...
Evaluating the impacts of changes in learning strategies at our core institutions
Developing case studies of successful institutional change
Contact us at firstname.lastname@example.org.
David Webb, University of Colorado Boulder
Howard Gobstein, APLU
Chris Rasmussen, San Diego State University
Wendy Smith, University of Nebraska-Lincoln
Rob Tubbs, Univeristy of Colorado Boulder