The Impact of an Active Learning Calculus Course on Students' Epistemological Beliefs

• In Event: Marriott Roundtable Session 30
  In Roundtable Session: Interaction of Beliefs and Instruction in Mathematics

Abstract

Active learning pedagogies have been shown to influence students’ approaches to study, motivation, engagement, and persistence. However, more research is needed to understand the source or mechanism of these effects. This paper explores how active learning pedagogies influence students’ epistemological beliefs. Using a learning community pedagogy, we developed an active learning Calculus 2 course for university undergraduates, which consisted of 27 distinct lessons over a 16-week period. We found that participating in our course made a significant impact on students’ epistemological beliefs, including more positive judgements about the value of peers and teaching assistants as sources of knowledge.

Authors

• Yanhong Li, Ludwig-Maximilians-Universität München

• Xinli Wang, University of Toronto

• Jinjun Dai, Central China Normal University

• James D. Slotta, University of Toronto