2024/06/02 by Suzanne Dorée, Dorée, Suzanne, Jody Sorensen +1
Engineering · Psychology · Social Sciences · #Experimental Learning in Engineering #FOS: Mathematics #History and Overview (math.HO) #Innovative Teaching and Learning Methods #Mathematics Education and Teaching Techniques
paper · pdf · doi:10.48550/arxiv.2406.08508
openalex publication_date 2024/06/02 · openalex created_date 2024/06/15 · openalex updated_date 2026/07/28
This review paper highlights research findings from the authors' participation in the SUMMIT-P project, which studied how to build and sustain multi-institutional interdisciplinary partnerships to design and implement curricular change in mathematics courses in the first two years of college, using the Curriculum Foundations Project (CFP) as a launchpad. The CFP interviewed partner discipline faculty to learn about the mathematical needs of their students and how they use mathematics in their courses. This paper summarizes research findings from the CFP and the SUMMIT-P project, and presents a detailed example of how these findings were implemented in the calculus sequence at Augsburg University to improve course focus, increase the relevance of course content, and provide opportunities for student to practice transference of the calculus to disciplinary contexts. This paper is based on the talk "Applied and Active Calculus Built Through Interdisciplinary Partnerships" presented at the 2022 AWM Research Symposium in the Session on "Research on the First Two Years of College Mathematics".