Learning Community Pedagogy in Higher Education Mathematics: Challenges and Opportunities for Collaboration and Effort-Based Grading

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Division C Section 1C. Research in Mathematics Teaching and Learning: Predictors of Mathematics Achievement

Abstract

This study applies the pedagogical principles of Knowledge Community and Inquiry, a learning community approach, to shape the curricular designs of a multi-year study of undergraduate mathematics, now just completing its first year. In particular, this study integrates well-structured collaborative activities to this mathematics context and introduces the notion of effort-based grading as an element within this learning community pedagogy. Effort-based grading is a means of reducing grade-based stress and increasing motivation for meaningful learning. This paper illustrates the integration of scripting and orchestration software to support collaborative group-work activities and a course design that drew on effort-based grading to successfully motivate student learning of multivariable calculus.

Authors

• Joel Wiebe, University of Toronto

• Xinli Wang, University of Manitoba

• James D. Slotta, University of Toronto