School of Mathematical & Statistical Sciences Faculty Publications
Document Type
Article
Publication Date
9-5-2026
Abstract
We implemented a semester-long professional development workshop series to help Calculus I and II instructors implement active learning and equitable teaching practices. The workshops actively engaged instructors in approximations of practice (Grossman et al., 2009) in which they learned to enact various teaching practices like designing tasks; eliciting, noticing, and responding to evidence of student thinking; orchestrating class discussions; fostering inclusive social norms; and equitably managing student participation. After they participated in the workshops, we interviewed the instructors about their decisions to implement the teaching practices from the approximations of practice in their teaching. We analyzed the instructors’ resources, orientations, and goals that informed their decisions to enact those practices. We then identified the aspects of the approximations of practice that the instructors viewed as supporting their implementation of those teaching practices.
Recommended Citation
Serbin, Kaitlyn Stephens, and Karina Uhing. "Using Approximations of Practice to Support Calculus Instructors’ Enactment of Equitable Active Learning Teaching Practices." International Journal of Research in Undergraduate Mathematics Education (2026): 1-32. https://doi.org/10.1007/s40753-026-00315-8
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publication Title
International Journal of Research in Undergraduate Mathematics Education
DOI
10.1007/s40753-026-00315-8
Comments
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made.