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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. 

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. 

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. 

This preliminary report shares an outcome from a summer professional development (PD) activity with university instructors. Instructors participated in four PD meetings, then immediately taught a five-day summer workshop using inquiry, working primarily with first-generation minoritized students. While instructor participants’ exit interviews of the project identified their experience in the summer PD as pivotal to their development, we know little of how students experienced the instructors’ teaching during the workshop. Our analysis focuses on two items from student post-workshop survey wherein students shared their feedback of their instructor and their experiences more broadly. This analysis allowed us to get a good sense of the instructors’ individual practices and revealed convergence in their practices. Pedagogically, instructors utilized group work and deemphasized direct instructions, while prioritizing students’ engagement in discussions and struggling through conceptual ideas. Relationally, instructors were responsive to students’ mathematical needs and created a respectful, safe, and welcoming classroom environment. 

Projects to improve teaching as a means to improve learning need good tools to measure shifts in the use of effective research-based instructional strategies. We describe a survey tool to assess active and collaborative learning practices in college STEM by asking students to report what practices are used commonly in their course. Student reports correlate with their experience of the learning environment, and with their self-reported learning outcomes. Student means by section are corroborated by instructor-reported use of these practices and external observations. 

We report preliminary results of selected questions from a national survey of instructors of geometry courses for secondary teachers about the nature of instructor-student interactions. Survey responses (n= 118) are used to indicate six latent constructs describing aspects of instructor-student interaction that in turn quantify hypothesized characteristics of two didactical contracts, which we call inquiry in geometry and study of geometry. We found that instructors whose highest degree is in mathematics education are less likely to rely on a study of geometry contract than instructors whose highest degree is in mathematics. Also, instructors who have previously taught high school geometry are less likely to lecture.