Doing the Scholarship of Teaching and Learning in Mathematics

doi:10.5948/9781614443186

The Scholarship of Teaching and Learning (SoTL) movement encourages faculty to view teaching 'problems' as invitations to conduct scholarly investigations. In this growing field of inquiry faculty bring their disciplinary knowledge and teaching experience to bear on questions of teaching and learning. They systematically gather evidence to develop and support their conclusions. The results are to be peer reviewed and made public for others to build on. This Notes volume is written expressly for collegiate mathematics faculty who want to know more about conducting scholarly investigations into their teaching and their students' learning. Envisioned and edited by two mathematics faculty, the volume serves as a how-to guide for doing SoTL in mathematics.

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Contents

Foreword
pp xiii-xiv
- By David M. Bressoud, Macalester College
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Preface
pp xv-xvi
- By Jacqueline M. Dewar, Loyola Marymount University, Curtis D. Bennett, Loyola Marymount University
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1 - Understanding SoTL and Its Potential Benefits
pp 3-12
- By Jacqueline M. Dewar, Loyola Marymount University, Curtis D. Bennett, Loyola Marymount University
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2 - Initiating a SoTL Investigation
pp 13-18
- By Jacqueline M. Dewar, Loyola Marymount University, Curtis D. Bennett, Loyola Marymount University
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3 - Gathering and Analyzing Evidence
pp 19-44
- By Jacqueline M. Dewar, Loyola Marymount University
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4 - Resources for Pursuing SoTL and Going Pubilc
pp 45-48
- By Jacqueline M. Dewar, Loyola Marymount University
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5 - Assessing the Effectiveness of Classroom Visual Cues
pp 51-58
- By Gretchen Rimmasch, Southern Utah University, Jim Brandt, Southern Utah University
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6 - (Re)discovering SoTL Through a Fundamental Challenge: Helping Students Transition to College Calculus
pp 59-66
- By Rann Bar-On, Duke University, Jack Bookman, Duke University, Benjamin Cooke, Duke University, Donna Hall, Duke University, Sarah Schott, Duke University
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7 - A Quantitative and Qualitative Comparison of Homework Structures in a Multivariable Calculus Class
pp 67-76
- By Lynn Gieger, Oglethorpe University, John Nardo, Oglethorpe University, Karen Schmeichel, Oglethorpe University, Leah Zinner, Oglethorpe University
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8 - Playing Games to Teach Mathematics
pp 77-86
- By Edwin Herman, University of Wisconsin-Stevens Point
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9 - Investigating How Students' Linking Historical Events to Developments in Mathematics Changed Engagement in a History of Mathematics Course
pp 87-96
- By Pam Crawford, Jacksonville University
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10 - Using SoTL to Assess the Outcomes of Teaching Statistics Through Civic Engagement
pp 99-106
- By Cindy Kaus, Metropolitan State University
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11 - A Pedagogical Odyssey
pp 107-116
- By Michael C. Burke, College of San Mateo
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12 - Presenting Evidence for the Field That Invented the Randomized Clinical Trial
pp 117-124
- By John Holcomb, Cleveland State University
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13 - Conceptual or Computational? Making Sense of Reading Questions in an Inverted Statistics Course
pp 127-136
- By Derek Bruff, Vanderbilt University
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14 - An Investigation Into the Effectiveness of Pre-Class Reading Questions
pp 137-142
- By Mike Axtell, University of St. Thomas, William Turner, Wabash College
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15 - Liberal Arts Mathematics Students' Beliefs About the Nature of Mathematics: A Case Study in Survey Research
pp 145-156
- By Stephen D. Szydlik, University of Wisconsin Oshkosh
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16 - The Mathematics of Symmetry and Attitudes towards Mathematics
pp 157-170
- By Blake Mellor, Loyola Marymount University
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17 - Mathematics Research Experiences for Preservice Teachers: Investigating the Impact on Their Beliefs
pp 171-180
- By Wendy A. O'Hanlon, Illinois State University, David D. Barker, Illinois State University, Cynthia W. Langrall, Illinois State University, John A. Dossey, Illinois State University, Sharon M. McCrone, Illinois State University, Saad I. El-Zanati, Illinois State University
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18 - The Question of Transfer: Investigating How Mathematics Contributes to a Liberal Education
pp 183-190
- By Curtis D. Bennett, Loyola Marymount University, Jacqueline M. Dewar, Loyola Marymount University
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19 - Using SoTL Practices to Drive Curriculum Development
pp 191-200
- By Rikki Wagstrom, Metropolitan State University
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