{"title":"高等数学教学中激发学生思想:大学生学习助手模式","authors":"David C. Webb, E. Stade, R. Grover","doi":"10.7916/JMETC.V5I2.653","DOIUrl":null,"url":null,"abstract":"This article presents several of the challenges facing postsecondary mathematics education and describes how the undergraduate Learning Assistant (LA) program has been used as a catalyst to engage faculty and students in redesigning opportunities to learn mathematics. Characteristics of the LA program that have been used to transform introductory undergraduate science courses are discussed. We then describe how the LA program was implemented in a mathematics department vis-a-vis the specific contextual features of a mathematics department at the University of Colorado Boulder.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"5 1","pages":"39-47"},"PeriodicalIF":0.0000,"publicationDate":"2014-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"10","resultStr":"{\"title\":\"Rousing Students’ Minds in Postsecondary Mathematics: The Undergraduate Learning Assistant Model\",\"authors\":\"David C. Webb, E. Stade, R. Grover\",\"doi\":\"10.7916/JMETC.V5I2.653\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article presents several of the challenges facing postsecondary mathematics education and describes how the undergraduate Learning Assistant (LA) program has been used as a catalyst to engage faculty and students in redesigning opportunities to learn mathematics. Characteristics of the LA program that have been used to transform introductory undergraduate science courses are discussed. We then describe how the LA program was implemented in a mathematics department vis-a-vis the specific contextual features of a mathematics department at the University of Colorado Boulder.\",\"PeriodicalId\":30179,\"journal\":{\"name\":\"Journal of Mathematics Education at Teachers College\",\"volume\":\"5 1\",\"pages\":\"39-47\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2014-12-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"10\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Mathematics Education at Teachers College\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7916/JMETC.V5I2.653\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Mathematics Education at Teachers College","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7916/JMETC.V5I2.653","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Rousing Students’ Minds in Postsecondary Mathematics: The Undergraduate Learning Assistant Model
This article presents several of the challenges facing postsecondary mathematics education and describes how the undergraduate Learning Assistant (LA) program has been used as a catalyst to engage faculty and students in redesigning opportunities to learn mathematics. Characteristics of the LA program that have been used to transform introductory undergraduate science courses are discussed. We then describe how the LA program was implemented in a mathematics department vis-a-vis the specific contextual features of a mathematics department at the University of Colorado Boulder.
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