Sabrina Shenker and Dr. Anna Tivy
Pre-calculus support classes aim to reinforce novel math concepts students learn in their main course. They also provide a lower-stakes environment for students to hone their math skills facilitating learning by minimizing pressures often present in standard math courses. For this study, I have been working with faculty in a pre-calculus course and teaching in a weekly support class comprised of twelve students over a 10-week period. My lessons included a variety of methods: games, one-on-one/small group tutoring, and whole-class presentations.
The research question has multiple parts: How can I create an environment conducive to learning? Which methods enable students to best retain the material they are learning in their main pre-calculus course? Conversely, which approaches perpetuate gaps in understanding? I have been incorporating faculty feedback to improve my teaching. To address the questions above, I have assessed the effectiveness of my activities to identify best pedagogical practices in a pre-calculus classroom.