Multivariable Calculus Instructors' Reports of Resource Use
Saved in:
| Title: | Multivariable Calculus Instructors' Reports of Resource Use |
|---|---|
| Language: | English |
| Authors: | Deborah Moore-Russo (ORCID |
| Source: | International Journal of Research in Undergraduate Mathematics Education. 2024 10(3):802-822. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2120660 2121133 2121152 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Undergraduate Students, Calculus, Mathematics Curriculum, Mathematics Instruction, Mathematics Materials, Mathematics Teachers, Educational Resources, Textbook Selection, Selection Criteria, Media Selection, Instructional Material Evaluation, Teacher Attitudes, Visualization, Student Centered Learning, Open Educational Resources |
| DOI: | 10.1007/s40753-024-00243-5 |
| ISSN: | 2198-9745 2198-9753 |
| Abstract: | Given the challenge of visualizing the main constructs of two-variable functions and their differential and integral calculus, it is essential to consider instructional resources' use and perceived potential to contribute to students' understanding. This case study considers how four instructors selected and used digital and physical resources in multivariable calculus and their motivations for doing so. We use the teaching triad of "sensitivity to students," "mathematical challenge," and "management of learning" to consider the reasons for resource adoption, studying how these instructors think about the resources they use. We also consider how instructors, students, and resources are reported to interact in multivariable calculus. Findings suggest that the instructors' concern for students' learning and their conviction that visualization is crucial in multivariable calculus moved them to explore and adopt different resources, especially ones that were free and easy to use. However, visualization was not the only spatial literacy aspect considered. As the instructors gained more experience with the instructional resources they were using, they reported adopting more student-centered use of these resources that allowed them to do more than facilitate visualization during a lecture. The resources began serving as referents for students as they communicated and reasoned about tasks with the instructor as well as among themselves. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455436 |
| Database: | ERIC |
| Abstract: | Given the challenge of visualizing the main constructs of two-variable functions and their differential and integral calculus, it is essential to consider instructional resources' use and perceived potential to contribute to students' understanding. This case study considers how four instructors selected and used digital and physical resources in multivariable calculus and their motivations for doing so. We use the teaching triad of "sensitivity to students," "mathematical challenge," and "management of learning" to consider the reasons for resource adoption, studying how these instructors think about the resources they use. We also consider how instructors, students, and resources are reported to interact in multivariable calculus. Findings suggest that the instructors' concern for students' learning and their conviction that visualization is crucial in multivariable calculus moved them to explore and adopt different resources, especially ones that were free and easy to use. However, visualization was not the only spatial literacy aspect considered. As the instructors gained more experience with the instructional resources they were using, they reported adopting more student-centered use of these resources that allowed them to do more than facilitate visualization during a lecture. The resources began serving as referents for students as they communicated and reasoned about tasks with the instructor as well as among themselves. |
|---|---|
| ISSN: | 2198-9745 2198-9753 |
| DOI: | 10.1007/s40753-024-00243-5 |
