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Graduate student instructors (GSIs) in mathematics play a pivotal role in shaping undergraduate education and are the future of collegiate mathematics faculty. As part of their development, GSIs are expected to engage in teaching-focused professional development (TPD), particularly in evidence-based strategies like Active Learning (AL) methods. However, higher education is only beginning to explore how to effectively measure GSIs' growth in teaching skills through such TPD. This study examines the learning process of 47 novice GSIs from three universities, specifically focusing on their evolving understanding of AL before and after participating in TPD. By analyzing the GSIs' own definitions of AL, the research highlights changes in their knowledge and alignment with the intended TPD outcomes. The findings provide insight into the effectiveness of TPD on AL, while also offering recommendations for structuring future evaluations of TPD impact on GSI teaching knowledge and skills. 

This study explores the evolving approaches of eight foundational math course coordinators, uncovering key insights into their coordination strategies and mechanisms to enhance their efforts. These coordinators oversee critical courses, including College Algebra, Quantitative Reasoning, Introductory Statistics, Math for Architecture and Construction Management, Precalculus, Calculus, and mathematics courses for prospective elementary teachers. Through a dataset derived from surveys, self-reflections, and professional development workshops, we investigated their perspectives and experiences as coordinators. We analyzed data from both the coordinators and the graduate student instructors they oversee. Specifically, we highlight the integration of instructional routines that promote mathematical reasoning and the development of course-specific dynamic calendar systems, both of which have the potential to improve the instructional effectiveness and coordination of foundational math courses. Our findings offer fresh perspectives on how to better support course coordinators in their crucial role, ultimately benefiting both instructors and students. 

This study explores the evolving approaches of eight foundational math course coordinators, uncovering key insights into their coordination strategies and mechanisms to enhance their efforts. These coordinators oversee critical courses, including College Algebra, Quantitative Reasoning, Introductory Statistics, Math for Architecture and Construction Management, Precalculus, Calculus, and mathematics courses for prospective elementary teachers. Through a dataset derived from surveys, self-reflections, and professional development workshops, we investigated their perspectives and experiences as coordinators. We analyzed data from both the coordinators and the graduate student instructors they oversee. Specifically, we highlight the integration of instructional routines that promote mathematical reasoning and the development of course-specific dynamic calendar systems, both of which have the potential to improve the instructional effectiveness and coordination of foundational math courses. Our findings offer fresh perspectives on how to better support course coordinators in their crucial role, ultimately benefiting both instructors and students. 

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. 

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. 

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. 

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? 

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?