Connecting the Stakeholders: Departments, Policy, and Research in Undergraduate Mathematics Education

Abstract

The Mathematical Association of America’s Precalculus to Calculus: Insights and Innovations Conference brought together representatives of mathematics departments from across the country with members of two national research projects to share and discuss both research findings and on-the-ground concerns of faculty. In this article, we report on major themes that arose from the discussions at this conference, contextualized with research findings and policy recommendations. We aim to shed light on where the priorities of departments, policy, and researchers are aligned and where they are not. In doing so, we hope to support efforts to enact and sustain change in undergraduate mathematics education through connections and communication.

Keywords:

• Calculus
• precalculus
• research
• practice
• policy
• communication

ORCID

Naneh Apkarian http://orcid.org/0000-0002-0866-8633

Dana Kirin http://orcid.org/0000-0002-9697-1527

Jessica Gehrtz http://orcid.org/0000-0002-3564-6456

Kristen Vroom http://orcid.org/0000-0003-0993-6772

Notes

1 Details of these projects can be found online at http://www.maa.org/ptc

2 PRIMUS has published several articles describing active learning activities and curricula, as well as strategies for their implementation [25, 38]. The Academy of Inquiry Based Learning (http://www.inquirybasedlearning.org/) has many accessible resources, and the MAA’s CoMInDS project (http://cominds.maa.org/) has created a database of instructional resources.

3 https://www.maa.org/programs-and-communities/curriculum%20resources/instructional-practices-guide

4 For instance, first-generation college students often have less sense of belonging and do not have the same intuitions about postsecondary education as their peers [32].

5 Apkarian et al. [2] describe such a change, including a systems approach to understanding the local context and establishing lines of communication across campus.

6 More on the ALM RAC available: http://www.aplu.org/projects-and-initiatives/stem-education/mathematics-teacher-education-partnership/mtep-racs/mtep-racs-alm.html

7 More on Project NExT (New Experiences in Teaching) available https://www.maa.org/programs-and-communities/professional-development/project-next

Additional information

Funding

Support for this work was funded by the National Science Foundation under grants No. 1430540 and No. 0910240. The opinions expressed do not necessarily reflect the views of the Foundation.

Notes on contributors

Naneh Apkarian

Naneh Apkarian is a postdoctoral research associate at the Center for Research on Instructional Change in Postsecondary Education at Western Michigan University. Her research focuses on undergraduate mathematics education, with an emphasis on departmental culture and institutional change. Naneh earned a Ph.D. in mathematics education from San Diego State University and University of California San Diego; a B.A. from Pomona College and an M.A. from University of California San Diego, both in mathematics. She played varsity water polo in college and continues to play on co-ed masters teams no matter where she lives.

Dana Kirin

Dana Kirin is a doctoral student in the mathematics education program at Portland State University. Her research focuses on the teaching and learning of statistics at the undergraduate level, particularly within environments that leverage educational technologies to engage students in the process of statistical inquiry. During her downtime, Dana loves to garden and relax at home with her husband, two kitties, and two wonderful corgis.

Jessica Gehrtz

Jessica Gehrtz is a Ph.D. candidate in mathematics with a research emphasis in education at Colorado State University. Her research aims to understand college instructors’ responsiveness to student thinking as a disposition and in action through the lenses of mathematical knowledge for teaching and teacher noticing. Jessica received her B.A. in secondary mathematics education at Concordia College and her M.S. in mathematics at Colorado State University. During her free time, Jessica enjoys hiking, camping, and traveling.

Kristen Vroom

Kristen Vroom is a Ph.D. student in the mathematics education program at Portland State University. Her research interests are in teaching and learning of undergraduate mathematics and in particular, inquiry-oriented instruction, proof, and advanced calculus. Kristen earned her B.S. in secondary mathematics education from North Carolina State University and her M.A. in mathematics from Appalachian State University. She enjoys reading and spending time outside with her dog.