West Virginia University’s Institute for Math Learning was established in January 2001 as a response to the Third International Mathematics and Science Study (TIMSS), which found that U.S. high school student achievement in mathematics trailed that of most developed countries in the world. The IML is dedicated to improving the teaching and learning of mathematics for students at WVU and for students in West Virginia K-12 schools.
To address its goal of improving student learning and student perceptions about mathematics, the IML implements a lab-based approach to instruction that includes the following components:
- labs using technology to improve student conceptual understanding, engaging students in applying mathematics to solve problems, and improving student attitudes and beliefs about mathematics;
- learning communities mentored by an undergraduate or graduate student;
- weekly on-line exams using WebCT course management software;
- active student engagement in large lecture sessions through student participation activities; and professional development for instructors and graduate student mentors.
Curricular change is based on the social constructivist theory of learning, which advocates actively engaging students in the exploration and discovery of mathematical concepts. Technology is employed as a tool in exploring concepts, allowing students to gather data and visualize mathematical concepts through dynamic graphical representations. Students work cooperatively in groups to solve real world problems.
The following courses are currently under the management of the IML:
Math 121: Liberal Arts Mathematics
Math 126: College Algebra
Math 128: Plane Trigonometry
Math 129: Pre-Calculus
Math 150: Applied Calculus
Math 153: Calculus with Pre-Calculus
Future plans call for the Institute to examine and revise the calculus sequences (Math 155, 156, and 251).
Lab Component
The lab components of the IML courses focus on conceptual understanding and application via writing. Specifically, they center on:
- incorporating a writing component for open-ended constructed responses;
- utilizing technology as a tool in exploring mathematics, including Computer Algebra Systems (CAS), Geometric Construction Packages, Java applets, and the World Wide Web;
- and incorporating cooperative learning through Math Communities consisting of 25 students working cooperatively on laboratories in teams of two to four, peer-mentored by undergraduate and graduate students.
Technology
The purpose of incorporating technology in the classroom is to improve student learning, conceptual understanding, and the ability to apply mathematics to solve problems. Specifically, the IML employs graphing technology to provide visual representation and to solve equations, web-based tools that engage students in exploring and discovering mathematics, and Vista WebCT computer-based course management for continual student feedback.