2022 CMS Winter Meeting

Toronto, December 2 - 5, 2022

Abstracts        

Inclusive Practices in Large Classes
Org: Katherine Daignault (University of Toronto) and Marie MacDonald (Cornell)
[PDF]

ANDRIJANA BURAZIN, UTM
making learning math great again for everyone  [PDF]

I will share the inclusive practices that I use in large classes. Some things work. Others do not. But my teaching practice and course design change over time to hopefully fit my diverse math learners. Most students actually enjoy the experience of learning math. :)

GROUP DISCUSSION

GROUP DISCUSSION

CAROLINE JUNKINS, McMaster University

ALYSSA LUMLEY, York University

ANTON MOSUNOV AND GRAEME TURNER, University of Waterloo
Following Principles of UDL When Authoring Electronic Textbooks and Auto-Graded Assessments  [PDF]

Providing students with multiple means of acquiring information agrees with the principles of Universal Design for Learning (UDL). One way this can be achieved is by developing electronic textbooks in addition to standard PDF course notes or physical textbooks. We present two such electronic textbooks created for Introduction to Proofs and Linear Algebra I courses at the University of Waterloo. Developed with Mobius courseware delivery tool, these textbooks contain narrated slideshows in accessible format, interactive exercises, as well as algorithmic concept check questions with instant feedback. We also discuss how auto-graded assessments assembled from such algorithmic questions can be used in large classes so to reduce the marking load and provide students with more opportunity to practice core concepts.

DIANA SKRZYDLO, University of Waterloo
Universal Design for Learning in Stats  [PDF]

The last few times I have taught Statistics courses, I've employed several Universal Design for Learning (UDL) principles to make it more equitable, including multiple ways to access course material, demonstrate engagement, and submit assessments. As it turned out, students this term who normally require several accessibility accommodations was able to engage with my course exactly as it was designed, because the barriers they normally face were already removed. In this talk I will share my approach and overall thoughts.

JAIMAL THIND, University of Toronto Mississauga


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