Design Principles for Infusing Active Learning in Undergraduate Calculus

Authors

Eric Stade, Department of Mathematics, University of Colorado
David Webb, Freudenthal Institute US, School of Education, University of Colorado

Document Type

Presentation Abstract

Presentation Date

3-21-2016

Abstract

This presentation will provide a brief overview of undergraduate mathematics at the University of Colorado Boulder, and related activities that we have designed and used in the calculus sequence through the support of Helmsley Foundation funding, the APLU Mathematics Teacher Education Partnership, an IBL grant, and (quite frankly) significant personal and departmental commitments to ensure more widespread experience of active learning in calculus courses. Using principles of Active Learning, students are encouraged to conjecture, explore and communicate their reasoning in the process of solving mathematics problems. Underlying this approach is research that has demonstrated how undergraduate students who are involved in active learning techniques can learn more effectively in their classes, resulting in increased achievement and improved dispositions towards mathematics.

Additional Details

Monday, March 21, 2016 at 3:10 p.m. in Math 103
Refreshments at 4:00 p.m. in Math Lounge 109

Recommended Citation

Stade, Eric and Webb, David, "Design Principles for Infusing Active Learning in Undergraduate Calculus" (2016). Colloquia of the Department of Mathematical Sciences. 498.
https://scholarworks.umt.edu/mathcolloquia/498