Institute for Mathematics Learning

IML Core Vision

Coordinated, equitable experiences for students in Math 121-150 is based on having these courses coordinated by tenure-track faculty and TAPs, preferably with an interest in implementing best, research based practices.
There will be clearly stated course goals and outcomes and common exams (at least 80% of the exam would be common across all sections). It is expected that the coordinator of the course is an innovator and has a vision of how students will interact with the material.

There will be a conscious effort to implement more active learning in these courses. To that end, the coordinator/instructors will work with the math education faculty to learn about what types of activities promote deeper learning and how best to support instructors in implementing them. Such professional development activities will be open to instructors across all levels and will be valued by the promotion and tenure committee (we will provide certificates of completion or something to this end).
This coordination allows for some flexibility on the instructor’s part. Additionally, students will be supported through the learning center and supplemental instruction.

Outreach activities will support teaching innovation at the K-12 level across the state. The IML will provide the leadership and resources to prepare future teachers to be successful innovators in the classroom as well as professional development for in-service teachers to expand their practices. This will be achieved through innovative classroom practices and workshops. The IML will facilitate an environment where college professors and K-12 educators can freely exchange ideas.
Research and scholarly work will encompass seeking grants to support our classroom innovations, publishing the results of our studies and curriculum development, and presenting our findings at regional, national, and international conferences. Whenever possible, we will involve undergraduate and graduate students, especially any student who expects to be involved in math education, in our research projects teams.

Above all, we want to encourage a spirit of cooperation among instructors and students to provide the best possible mathematical experiences for all students (majors and non-majors). We seek to break the stereotypes that only geniuses do math, but rather to create the understanding that mathematics is a human endeavor that may present challenges, but is also beautiful and rewarding.