St. John's, June 3 - 6, 2022
We will discuss some of the gaps these students have, the reasons students have these gaps, why it is important to fill these gaps, and some efforts undertaken in course design and focus in MATH-2903/2904 (Mathematics for Early and Middle Years Teachers I and II) at the University of Winnipeg over the course for 2016 to 2021 Also, we will discuss some lessons learned from teaching this suite of courses that have transformed my teaching in other first-year mathematics courses.
What does it take for instructors to adopt these materials in their courses, what does it take for students to complete them, and can they still be effective?
From the student perspective, the benefit (skills improvement, academic success, and direct academic reward) must be balanced with the cost (time, effort, and motivation). From the faculty perspective, the benefit (retention and improved student outcomes) must be balanced with the cost (workload, motivation, perceived sacrifice of course content and resource cost).
We will present results of our project, in which learning modules were developed at a variety of engagement levels and formats and tested with a large 1200-student multi-section introductory calculus course over three years. We will present student outcomes data, survey data from both students and faculty, lessons learned and ideas for the future.