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Award ID contains: 2315057

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  1. ; ; ; ; (, Educational Studies in Mathematics)
    Abstract In this paper, we discuss our experience in collaborating with mathematicians to increase their use of active learning pedagogy in a proof-based linear algebra course. The mathematicians we worked with valued using active learning pedagogy to increase student engagement but were reluctant to use active learning pedagogy due to time constraints. Our mathematicians perceived obligations in their teaching that increased the time it would take to implement some of the active learning pedagogy that we suggested, leading them to view this pedagogy as inviable. By attending to mathematicians’ obligations, we were able to design active learning strategies that met the interests and needs of the mathematics educators and mathematicians collaborating on this project. 
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  2. ; ; ; ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, S; Katz, B; Melhuish, K (Ed.)
    In this paper, we discuss our experience collaborating with mathematicians to increase their use of active learning pedagogy in a proof-based linear algebra course. We use this experience to attend to three primary research objectives. First, we identifi ed three primary categories of instructor considerations that would determine whether or not they would incorporate a proposed strategy. Second, we observed and made sense of which of these were most prominent for these mathematicians. Third, we determined what combination of considerations needed to be satisfi ed to warrant the implementation of a strategy by these mathematicians. 
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    Free, publicly-accessible full text available July 28, 2026
  3. ; ; ; ; (, Proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G (Ed.)
    Free, publicly-accessible full text available November 21, 2025