Tag: Chris Sinclair

The study of mathematics is frequently an institutional requirement for all majors, which can drive pedagogy to focus on technical applications rather than the discipline itself. Mathematics is not exclusively the study of data manipulation; rather, it is a discipline that examines why we observe certain patterns and how to verify claims with certainty. It is this notion of mathematical rigor we suggest is currently lacking in lower-division undergraduate courses. This work intends to explore the possibility of improving proof-based mathematical learning within these undergraduate classes. We programmed interactive, web-based modules designed to introduce mathematic reasoning to first-year undergraduates. The plasticity of online media provided the ability to introduce a topic at the student’s own pace, providing exposure to proof-based mathematical ideas without requiring reorganization of curriculum. Initial testing consisted of optional participation in Calculus I modules, as well as extra-credit questions drawn from the modules on quizzes and exams. Participant and non-participant performance on exams and future courses will be recorded and used to further analyze the merit of this concept. While the small initial sample size limits broad conclusions from the existing data, results are promising, suggesting a positive correlation between participation in modules and overall scores. Future expansion to other lower-division courses and possible mandatory participation is planned.