# iml-about

# Institute for Mathematics Learning

## About

The Institute for Mathematics Learning (IML) provides coordinated, equitable mathematical experiences for students.

The Institute for Mathematics Learning (IML) has three primary charges:

• Coordinated, equitable experiences for students in Math 121 – 150,

• Outreach and the preparation of future teachers, and

• Research and Scholarly work that form our CORE vision.

### CORE Goals

Goals related to the above charges.

1. All courses from Math 121-150 will have specific outcomes that proceed in a logical progression. Coordinated to ensure equitable experiences for students across all sections.

2. Developing, implementing, and assessing research-based classroom innovations.

3. Actively involved in providing leadership to the mathematics education community (K-16) at the regional, state, and national levels.

### History

The Institute for Mathematics Learning (IML) was started in 2000 by Provost Gerald Lang and Dean Duane Nellis. The Institute is part of the Department of Mathematics, with its own Director who reports directly to the Chair of the Department. The original purpose of the IML was to significantly enhance the mathematics learning environment for the students of West Virginia University. Over the years, the IML has had several directors, including Dr. Robert Mayes and Dr. Michael Mays, and many full-time mathematics faculty members have worked under its auspices.

The Institute for Math Learning was established by West Virginia University to enhance the learning of mathematics for students at WVU and for students in the state’s school system in kindergarten through high school. Faculty members in the institute are addressing five underlying components of mathematics learning – research, curriculum, instruction, assessment, and outreach.

## The Teaching Philosophy

Change in these components is founded primarily on the social constructivist theory of learning, which advocates the active engagement of students in the exploration and discovery of mathematical concepts. Faculty members employ technology as a tool in the exploring of these concepts. Furthermore, mathematics is taught in context, using real world problems to motivate students to study mathematics and to improve their problem-solving and critical-thinking abilities. The IML is conducting research to assess the effectiveness of these techniques, which should lead to changes in the profession of mathematics education.