{"title":"Bringing a CURE into a Discrete Mathematics Course and Beyond","authors":"Lipika Deka, Peri Shereen, Jeffrey O. Wand","doi":"10.54870/1551-3440.1576","DOIUrl":null,"url":null,"abstract":"Course-based Undergraduate Research Experiences (CUREs) have been well developed in the hard sciences, but math CUREs are all but absent from the literature. Like biology and chemistry, math programs suffer from a lack of research experiences and many students are not able to participate in programs like REUs (Research Experiences for Undergraduates). CUREs are a great alternative, but the current definition of CURE (see [1]) has potential barriers when applied to mathematics (e.g. time, novelty of project). Our solution to these barriers was to develop a math CURE pathway in which students complete “Math CUREs” in targeted courses. After finishing the pathway (or part of the pathway), students complete a research project in at least one of the following areas: Lie theory, representation theory, or combinatorics. The focus of this paper is the math CURE implemented in a discrete mathematics course for math and computer science majors. We share our experiences with the development and implementation of this CURE over several iterations as well as the impact of the CURE on students experiences through participant survey data obtained from this CURE.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":null,"pages":null},"PeriodicalIF":0.3000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mathematics Enthusiast","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.54870/1551-3440.1576","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"MATHEMATICS","Score":null,"Total":0}
引用次数: 0
Abstract
Course-based Undergraduate Research Experiences (CUREs) have been well developed in the hard sciences, but math CUREs are all but absent from the literature. Like biology and chemistry, math programs suffer from a lack of research experiences and many students are not able to participate in programs like REUs (Research Experiences for Undergraduates). CUREs are a great alternative, but the current definition of CURE (see [1]) has potential barriers when applied to mathematics (e.g. time, novelty of project). Our solution to these barriers was to develop a math CURE pathway in which students complete “Math CUREs” in targeted courses. After finishing the pathway (or part of the pathway), students complete a research project in at least one of the following areas: Lie theory, representation theory, or combinatorics. The focus of this paper is the math CURE implemented in a discrete mathematics course for math and computer science majors. We share our experiences with the development and implementation of this CURE over several iterations as well as the impact of the CURE on students experiences through participant survey data obtained from this CURE.
期刊介绍:
The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.