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  1. ; ; ( , 26th Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Sam ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    We aimed to get a better understanding of participants’ (eight foundational math course [FMC] coordinators’) teaching approaches. In the first year of this grant project, we primarily gathered data (through surveys, self-reflections, and class observations) on these individuals as instructors. These data were compiled into narrative summaries for each participant and analyzed and compared. We discuss our findings from this analysis, using the instructional triangle as a framework, and particularly focusing on instructor-student interactions. This project aims to develop an understanding of what is needed to support instructional change in FMCs by evaluating how math-specific professional development (PD) cycles affect FMC coordinators’ teaching practices and perspectives. We seek audience feedback on potential next steps towards fostering effective instructor-student interactions and future PD cycles. 
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    Free, publicly-accessible full text available October 1, 2025
  2. ; ; ( , 26th Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Sam ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    We aimed to get a better understanding of participants’ (eight foundational math course [FMC] coordinators’) teaching approaches. In the first year of this grant project, we primarily gathered data (through surveys, self-reflections, and class observations) on these individuals as instructors. These data were compiled into narrative summaries for each participant and analyzed and compared. We discuss our findings from this analysis, using the instructional triangle as a framework, and particularly focusing on instructor-student interactions. This project aims to develop an understanding of what is needed to support instructional change in FMCs by evaluating how math-specific professional development (PD) cycles affect FMC coordinators’ teaching practices and perspectives. We seek audience feedback on potential next steps towards fostering effective instructor-student interactions and future PD cycles. 
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    Free, publicly-accessible full text available August 30, 2025
  3. ; ; ( , E-Learning and Digital Media)

    Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation, research also shows that not all students benefit from the use of leaderboard. Based on self-determination theory (SDT), this study examined how students’ actual competence, perceived competence, perceived autonomy, and perceived relatedness affected students’ enjoyment and intention for future participation in a leaderboard-based math practice game. The results showed that both perceived competence and perceived autonomy were closely related to students’ enjoyment and intention for future participation, while students’ actual competence and perceived relatedness were not related to their enjoyment or intention for future participation in such leaderboard-based math practice games. The findings of the study offer valuable insights and recommendations for both gamification research and practice.

     
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    Free, publicly-accessible full text available April 29, 2025
  4. ; ; ( , Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    One of the most used game design elements in gamification design is leaderboard, a scoreboard showing participants’ current scores and rankings. Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation (Kalogiannakis, Papadakis, & Zourmpakis, 2021), research also shows that not all students benefit from the use of leaderboard (Andrade, Mizoguchi, & Isotani, 2016; Nicholson, 2013). Based on self-determination theory (SDT) (Ryan & Deci, 2017), we designed a study where undergraduate math students completed a leaderboard-based review, and addressed two questions: (RQ1) How are students’ perceived autonomy and competence associated with their enjoyment and intention of continued participation? (RQ2) How is student actual competence associated with their enjoyment and intention of continued participation? 
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    Accepted Manuscript Full Text Available
  5. ; ; ( , Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel ; Katz, Brian ; Moore-Russo, Deborah (Ed.)
    One of the most used game design elements in gamification design is leaderboard, a scoreboard showing participants’ current scores and rankings. Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation (Kalogiannakis, Papadakis, & Zourmpakis, 2021), research also shows that not all students benefit from the use of leaderboard (Andrade, Mizoguchi, & Isotani, 2016; Nicholson, 2013). Based on self-determination theory (SDT) (Ryan & Deci, 2017), we designed a study where undergraduate math students completed a leaderboard-based review, and addressed two questions: (RQ1) How are students’ perceived autonomy and competence associated with their enjoyment and intention of continued participation? (RQ2) How is student actual competence associated with their enjoyment and intention of continued participation? 
    more » « less
    Accepted Manuscript Full Text Available