Students Agentive Participation in the Parallel Spaces of Calculus I Coursework and Peer-led, Complementary Instruction: The Case of Boris
Presentation Type
Poster
Faculty Advisor
Steven Greenstein
Access Type
Event
Start Date
26-4-2024 9:45 AM
End Date
26-4-2024 10:44 AM
Description
Calculus has long been known as a “gateway course” to STEM fields in postsecondary education. To address this issue, researchers in the Math Department at Montclair State University designed a model of complementary instruction that features peer-facilitated workshops where Calculus I students work in groups on inquiry-oriented, groupworthy tasks. I have undertaken research that addresses the question, "What is the nature of undergraduate Calculus I students’ participation in the parallel spaces coursework and complementary instruction?” I propose to share some of my findings through a case study of the experiences of one of the research participants. I include characterizations of the different forms of agentive participation afforded to that student in each of the two spaces, as well as their complementary nature relative to the student’s learning of calculus with understanding. I also share implications of these findings for efforts that seek to dismantle the persistent barriers imposed by Calculus on students’ access to postsecondary STEM fields.
Students Agentive Participation in the Parallel Spaces of Calculus I Coursework and Peer-led, Complementary Instruction: The Case of Boris
Calculus has long been known as a “gateway course” to STEM fields in postsecondary education. To address this issue, researchers in the Math Department at Montclair State University designed a model of complementary instruction that features peer-facilitated workshops where Calculus I students work in groups on inquiry-oriented, groupworthy tasks. I have undertaken research that addresses the question, "What is the nature of undergraduate Calculus I students’ participation in the parallel spaces coursework and complementary instruction?” I propose to share some of my findings through a case study of the experiences of one of the research participants. I include characterizations of the different forms of agentive participation afforded to that student in each of the two spaces, as well as their complementary nature relative to the student’s learning of calculus with understanding. I also share implications of these findings for efforts that seek to dismantle the persistent barriers imposed by Calculus on students’ access to postsecondary STEM fields.