We implemented this method in a second-year multivariable calculus course and a fourth-year course on polynomial equations and fields. The presentation will cover our methodology, observations, and survey results. Based on the survey results, students enjoyed the new format of the test and agreed that it helped clarify some concepts during the second stage. This is a joint work with Marina Tvalavadze.

The program consisted of two key components: a four-day intensive refresher tutorial offered before the fall semester, and a professional development workshop for tutorial leaders (TLs). Drawing on principles of active learning, the MBT sessions engaged students in collaborative problem-solving and peer-led discussions. TLs received structured pedagogical training focused on helping students move beyond “template thinking,” with the aim of fostering deeper conceptual understanding and a stronger sense of mathematical agency.

This presentation will highlight the pedagogical framework, the curriculum design process, and the reflections of tutorial leaders. I will report on preliminary findings from the TL and student debrief sessions, as well as the test-item analysis conducted following the tutorials.

Initial results suggest that the MBT Workshop provides a scalable, research-informed model for enhancing mathematical preparedness and promoting student agency at the beginning of the transition year. Plans for future implementation and evaluation will also be discussed.

In this talk, I will present preliminary results from a case study which investigates the mathematical model interpretation capacities of undergraduate differential equations students. The case study involves a small group of undergraduate students at the University of Calgary, who completed an introductory differential equations course in the Fall of 2024 and were asked to complete two interviews. The first, a task-based interview completed in pairs, where they complete a problem designed to engage the students in the full modelling process, and another problem which specifically asks them to interpret the results of a model. Second, participants complete a semi-structured interview, with the researcher, where they were asked to expand on interpretations seen in the task-based interview and were asked specific questions about model interpretation.

By outlining the capacities that undergraduates currently do/do not demonstrate, I hope to show which areas of the undergraduate mathematics curriculum work well, and other areas that need attention.

In this talk, I'll discuss what I learned throughout the process of using a project based learning approach for a class of 70+ students, showcase some of the impressive work my students submitted and discuss possible research avenues for this style of calculus engagement.

Prior academic preparation and demographics play a significant role in shaping both who participates in these programs and who benefits most. Identifying which students are being successfully reached, and which students are being left behind, is crucial if these programs are to achieve their goals of promoting equity and improving academic outcomes across diverse student populations.

We will evaluate three summer bridge programs that have been run at York University since 2014. Do they actually work? Do they help bridge performance gaps or enhance inequities? Do program structure and format impact efficacy? How do you go about obtaining and analyzing data? Do they have an equal impact on short-term and long-term success metrics? Answering these questions will suggest whether such programs are a valuable tool in the battle of student preparedness, or a relic that should be replaced with more effective and modern programming.

This talk presents findings from a study investigating students' experiences and perspectives on the relationship between reasoning and communication in mathematics. Drawing on surveys, interviews, and discussion-based activities with both university students and high school students involved in competitive mathematics, the study explores how learners navigate these skills and whether they perceive broader benefits to engaging in mathematical reasoning. The talk will conclude with implications for mathematics education, including strategies for more effectively integrating reasoning and communication to support deeper understanding and student engagement.