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Award ID contains: 1644899

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  1. (, OnCore: The Online Journal of the Arizona Association of Mathematics Teachers)
    The classroom deployment of a co-curricular approach for supporting the learning of Precalculus through mentoring, engagement in interactive problem-solving with peers, and faculty professional development, provide the focus of this article. Our project, funded by the National Science Foundation (#1644899), was conducted at a Southwestern 2-year Hispanic Serving Institution (HSI). In this article, aspects of the project curricula and student-centered classrooms practices that are of value for supporting the high-school to college transition in mathematics, are described. Specific attention is given to the types of problems that support productive peer-to-peer classroom collaborations, as well as the teaching moves and choices that support the development of students’ problem-solving abilities. 
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    Accepted Manuscript Full Text Available
  2. (, OnCore: The Online Journal of the Arizona Association of Mathematics Teachers)
    The classroom deployment of a co-curricular approach for supporting the learning of Precalculus through mentoring, engagement in interactive problem-solving with peers, and faculty professional development, provide the focus of this article. Our project, funded by the National Science Foundation (#1644899), was conducted at a Southwestern 2-year Hispanic Serving Institution (HSI). In this article, aspects of the project curricula and student-centered classrooms practices that are of value for supporting the high-school to college transition in mathematics, are described. Specific attention is given to the types of problems that support productive peer-to-peer classroom collaborations, as well as the teaching moves and choices that support the development of students’ problem-solving abilities. 
    more » « less
    Accepted Manuscript Full Text Available