From 0d99cd27dca14844c9347048e5e7596e79ed42ab Mon Sep 17 00:00:00 2001 From: Drew Lewis <30658947+siwelwerd@users.noreply.github.com> Date: Mon, 15 Dec 2025 07:09:06 -0800 Subject: [PATCH] Add publication --- site/pages/about.md | 5 +++++ 1 file changed, 5 insertions(+) diff --git a/site/pages/about.md b/site/pages/about.md index 62fd48ac7..e4a1af9ca 100644 --- a/site/pages/about.md +++ b/site/pages/about.md @@ -38,6 +38,10 @@ If you're planning to use TBIL in your classroom, you can get a link to join our - Kostiuk, J., Lewis, D., Borges, T., Brandt, M., Chang-Lee, M., Creech, S., Freedman, S., Griffith, S., and Hashimoto, S. (2025) Promoting Students' Sense-Making in Row Reducing Matrices: A Lesson Analysis Manuscript. _PRIMUS_. - In this lesson analysis, the topic of the lesson is using operations to calculate the Reduced Row Echelon Form of a matrix. The course context is an introductory linear algebra course taught using Team-Based Inquiry Learning. The instructional challenges we seek to address are: (1) Students often do not see the reasons for why the RREF is a desirable form for a matrix, or why performing row operations is a reasonable thing to do to a matrix; and (2) Students tend to think about row reduction as a computation/algorithm, and we want to shift them into a reasoning/sense making stance about the problem. To address these challenges, we use an approach grounded in Inquiry-Based Learning. Students begin by identifying a set of operations that preserves the solution set of a linear system, and then build intuition around the idea that one linear system may look easier to solve than another even though they have the same solution set, motivating the definition of reduced row echelon form. Students then practice determining if a matrix is in RREF and, if not, identifying row operations that bring it closer to its final RREF. + +- Noble, A., DeGeorge, T., and Pinzon, K. (2025) Developing Differentiation Strategies by Learning to Parse Symbolic Expressions: A Lesson Analysis Manuscript. _PRIMUS_. + + - In this lesson analysis, the topic of the lesson is a module on choosing an appropriate differentiation strategy. The course context is a lesson used at two public, 4-year, open-admissions institutions in the southeastern United States. It occurs midway through a Calculus 1 course with a wide variety of STEM majors. The instructional challenge we seek to address is that calculus students are often mainly exposed primarily to procedural ideas and seldom experience ideas that are more conceptual and less procedural. Combining differentiation strategies, including the product, quotient, and chain rule, is one such idea that requires a conceptual understanding of functions, especially composition of functions, as well as a procedural understanding of finding derivatives. Finally, we give a brief overview of the instructional approach: this module uses differentiation strategies implemented conceptually through a Team-Based Inquiry Learning (TBIL) approach, which includes assessing a given function and communicating the properties that lead to choosing the appropriate derivative techniques. At this point in the semester, students have been exposed to the derivative rules, but not many applications or ideas where they are required to build on the procedural knowledge or synthesize large amounts of information. Students work with their teams, engaging with carefully scaffolded inquiry activities that are facilitated by the instructor. Students think critically about what they are doing versus just following a sequence of steps. #### Selected mentions in other literature @@ -101,3 +105,4 @@ If you're planning to use TBIL in your classroom, you can get a link to join our († TBIL Fellows) +