Inside the Classroom
Highlighting Effective Instructional Strategies in College Math
EES is studying how evidence-based teaching practices are implemented in introductory (gateway) math courses at 2- and 4-year institutions that serve students, especially those who are Black, Latino, Indigenous and low income. Our research is also examining how technology and courseware are used to promote effective learning. The project focuses on courses in different math pathways including calculus, pre-calculus, statistics and quantitative reasoning.
In 2024, we interviewed 53 math faculty and identified four instructional pillars faculty attribute to effective and inclusive college math instruction:
Establishing an inclusive learning community
Building students’ math identity
Engaging students in active learning towards conceptual understanding
Using growth-oriented assessment practices.
In 2025, we will visit classrooms recognized for effective and inclusive math instruction to document these instructional pillars. We will also speak with faculty, students and administrators, and analyze course materials to highlight examples of instructional strategies and how they are implemented in different college math pathways.
Our goal in the project is to share back the learnings with the math community and inspire and expand the use of evidence-based practices that support mathematics learning and success for all, especially for Black, Latino, Indigenous and low-income students.