THE ACTIVE LEARNING PEDAGOGY SEQUENCE (THE ALPS): A MODEL FOR EXPANDING THE USE OF ACTIVE LEARNING STRUCTURES IN THE COLLEGE MATHEMATICS CLASSROOM
How can we create a classroom where all of our students are engaged, working hard, asking and answering each other’s questions, learning mathematics deeply, and wanting to learn more? For many of us, active learning strategies are an essential part of the answer. In this workshop we present a framework, called the Active Learning Pedagogy Sequence (the ALPS), for understanding the ease/difficulty of implementing many different active learning structures. We will identify and try our hand at structures from several of the levels of the ALPS – both to play with mathematics ourselves and to think more about inquiry-based mathematics education. Whether you are just getting started in active learning or an “old pro” looking for new ideas, come ready to try your hand at an array of different active learning structures.Speaker Bio
Workshop leader Dr. Suzanne Dorée is Professor of Mathematics and Chair of the Department of Mathematics, Statistics, and Computer Science at Augsburg University in Minneapolis, Minnesota where she has taught since 1989. She enjoys teaching students at all stages of their mathematical development using pedagogies that support active, inclusive, and inquiry-based learning. Dr. Dorée was recognized for her teaching in 2019 when she received the MAA Deborah and Franklin Tepper Haimo Award for Distinguished College or University Teaching of Mathematics. Dr. Dorée has a Ph.D. in Mathematics from University of Wisconsin. She dabbles in mathematical research on the state graphs of games, puzzles, and other dynamic processes, but her primary scholarship is in teaching and learning. Long active in the MAA, Dr. Dorée currently serves as Co-chair of the Transforming PostSecondary Education in Mathematics (TPSE-math) Teaching Strategies and Practices Subgroup. She frequently runs professional development workshops for new mathematicians (and old) on active learning, teaching conjecturing (and other topics in inquiry-based learning), and mathematical speaking.