Education Sciences

Research

27 pages, 1142 KB

Open AccessArticle

Pathways to Critical Transformations: The Story of a Networked Improvement Community in Mathematics as an Activity System

by Amy Been Bennett, Rachel Funk, Kadian M. Callahan, Julia Courtney and Wendy M. Smith

Educ. Sci. 2026, 16(5), 683; https://doi.org/10.3390/educsci16050683 - 24 Apr 2026

Viewed by 262

Abstract

Many tertiary mathematics departments are seeking to improve equity in their programs; however, they may struggle to translate these goals for equity into action. This longitudinal, qualitative study focuses on a Networked Improvement Community (NIC) within the mathematics department at a public, doctoral [...] Read more.

Many tertiary mathematics departments are seeking to improve equity in their programs; however, they may struggle to translate these goals for equity into action. This longitudinal, qualitative study focuses on a Networked Improvement Community (NIC) within the mathematics department at a public, doctoral degree-granting university located in the Southeast United States. This NIC worked together for two years (Spring 2023 to Spring 2025) to become more reflective practitioners and critically transform the mathematics program at their institution. We used Cultural Historical Activity Theory (CHAT) to examine relationships between objects, tools, and outcomes for the NIC. Data included multiple interviews and journals from eleven (n = 11) participants, and was triangulated with observer field notes of monthly NIC meetings. Thematic analysis revealed three pathways that connected NIC members’ individual and collective goals (objects), NIC activities and resources (tools), and NIC members’ perspectives on teaching and students (outcomes). We found that sometimes objects, mediated by tools, led to aligned outcomes, but not always. Specific tools could lead the NIC to adopt a new and collective object (and outcome). In other cases, the lack of the right tool led to unrealized outcomes or even secondary outcomes within the NIC. Ultimately, the critical transformations that NIC members envisioned were not realized; however, the experience of examining student data and discussing with colleagues shaped their thinking about teaching and students in impactful ways that inform faculty development for institutional change efforts on a broader scale. Our findings highlight the importance of identifying the right tools to support critical transformation, including the value of examining data as a collaborative group. We also extend NIC scholarship by using second-generation CHAT to distinguish objects over time and specify pathway models linking tools to outcomes. Full article

(This article belongs to the Special Issue Engaging Students to Transform Tertiary Mathematics Education)

► Show Figures

Figure 1

22 pages, 4239 KB

Open AccessArticle

What Makes Equity-Focused Professional Development Effective? Insights from Mathematics Graduate Teaching Assistants

by Franklin Yu, Mary E. Pilgrim and Kelsey Quaisley

Educ. Sci. 2026, 16(3), 430; https://doi.org/10.3390/educsci16030430 - 12 Mar 2026

Viewed by 430

Abstract

Calls for equity-focused professional development (PD) for graduate teaching assistants (GTAs) have grown as GTAs play an essential role in large-enrollment undergraduate courses and as future faculty members. However, there is a dearth of research on specific curricular design aspects that would be [...] Read more.

Calls for equity-focused professional development (PD) for graduate teaching assistants (GTAs) have grown as GTAs play an essential role in large-enrollment undergraduate courses and as future faculty members. However, there is a dearth of research on specific curricular design aspects that would be productive for GTAs. This study addresses this gap by examining mathematics GTAs’ perspectives on the curricular aspects of a PD program designed to support equitable and inclusive teaching practices. Building off Wiggins and McTighe’s curricular design framework, we employed surveys, interviews, exit tickets, and PD artifacts collected from 56 GTAs across three universities, and conducted a thematic analysis combining inductive and deductive coding. Four themes consistently emerged regarding the design features that most influenced GTAs’ learning: (a) Community and Collaboration; (b) Awareness Through Discovery; (c) Concrete Ideas and Examples Connected to Theory; and (d) Practicality and Actionable Takeaways. These findings highlight design principles for equity-oriented PD that resonate with GTAs that extend the curricular design framework. We discuss implications for developing sustainable, context-sensitive PD that cultivates equitable mathematics instruction and supports GTAs’ pedagogical growth. Full article

(This article belongs to the Special Issue Engaging Students to Transform Tertiary Mathematics Education)

► Show Figures

Figure 1

17 pages, 258 KB

Open AccessArticle

From Theory to Practice, and Back: Student Evidence Testing ZPD, APOS, CLT, and Constructivism in Mathematical Thinking Workshops

by Mashudu Mokhithi, Anita Campbell, Jonathan Shock and Pragashni Padayachee

Educ. Sci. 2026, 16(3), 385; https://doi.org/10.3390/educsci16030385 - 4 Mar 2026

Cited by 1 | Viewed by 649

Abstract

University mathematics-support programs rarely test their theoretical foundations against student evidence, particularly in the Global South. This study addresses that gap by analyzing how students’ experiences in Mathematical Thinking Workshops (MTWs) at a South African university confirm, nuance, or challenge assumptions the Zone [...] Read more.

University mathematics-support programs rarely test their theoretical foundations against student evidence, particularly in the Global South. This study addresses that gap by analyzing how students’ experiences in Mathematical Thinking Workshops (MTWs) at a South African university confirm, nuance, or challenge assumptions the Zone of Proximal Development (ZPD), Action–Process–Object–Schema (APOS) theory, Cognitive Load Theory (CLT), and constructivism. We conducted a qualitative secondary analysis of six focus-group interviews (n = 17), using abductive reflexive thematic analysis and an Assumption–Indicator–Evidence matrix that linked design rationales to student narratives. Student accounts strongly supported ZPD, with facilitation and peer norms fostering psychological safety and risk-taking, while also showing that equitable participation required explicit role-rotation routines. APOS-informed task sequencing enabled coordination across representations but operated recursively, with students calling for planned revisiting sessions to consolidate difficult ideas. CLT claims were affirmed where venue conditions and timing inflated extraneous load, highlighting the need for short debriefs and load-aware logistics. Constructivist activity fostered belonging, confidence, and more social views of mathematics but generated uncertainty when tasks ended without brief closure. We conclude by proposing context-aware refinements to these frameworks and outlining a replicable routine for testing educational theory through student evidence. Full article

(This article belongs to the Special Issue Engaging Students to Transform Tertiary Mathematics Education)

18 pages, 318 KB

Open AccessArticle

Early Gains, Fading Effects: A Quasi-Experimental Evaluation of Mathematical Thinking Workshops for the School-to-University Mathematics Transition in South Africa

by Mashudu Mokhithi and Anita Lee Campbell

Educ. Sci. 2026, 16(3), 378; https://doi.org/10.3390/educsci16030378 - 2 Mar 2026

Viewed by 515

Abstract

This study evaluates whether theory-informed, mathematically focused support can ease the school-to-university transition in an unequal South African STEM context. First-year students could voluntarily attend Mathematical Thinking Workshops (MTWs) grounded in constructivism, the zone of proximal development, APOS theory, and cognitive load theory, [...] Read more.

This study evaluates whether theory-informed, mathematically focused support can ease the school-to-university transition in an unequal South African STEM context. First-year students could voluntarily attend Mathematical Thinking Workshops (MTWs) grounded in constructivism, the zone of proximal development, APOS theory, and cognitive load theory, providing low-threat, collaborative practice with non-routine, representation-rich tasks. Because attendance was self-selected, we used a quasi-experimental design: participation was modeled from pre-university covariates (school-leaving Mathematics and English grades and standardized university preparedness tests in Mathematics and Quantitative Literacy), and MTW participants were matched to comparable non-participants using nearest-neighbor propensity-score matching. Average treatment effects on the treated were estimated for multiple assessments and for a composite score capturing performance on higher-order items within those assessments. MTW participants outperformed matched peers on early first-semester assessments, especially those containing the most higher-order items, indicating that workshops helped when cognitively demanding tasks first appeared. Effects on later, more distal assessments were positive but attenuated, producing an “early gains, fading effects” pattern. Although estimates were imprecise, benefits appeared largest for students who had scored 70–84% in school-leaving mathematics. Overall, the findings suggest that transitional workshops can deliver timely, assessment-visible gains, although these effects may weaken over time when they are not reinforced or well aligned with later summative assessment. Full article

(This article belongs to the Special Issue Engaging Students to Transform Tertiary Mathematics Education)

19 pages, 1271 KB

Open AccessArticle

Cultivating Belonging Through Longitudinal Engagement: Shifts in Student Motivation, Competence, and Agency in a Networked Improvement Community

by Margaret Ann Bolick, Leilani Pai, Ayesha Maliwal Bundy, Kadian M. Callahan, Allie Hurley, Sagar Shah, Gabriel Lee, Megan Smith, Matthew Voigt, Simone Sisneros-Thiry and Rachel Funk

Educ. Sci. 2026, 16(2), 204; https://doi.org/10.3390/educsci16020204 - 29 Jan 2026

Viewed by 822

Abstract

This qualitative, longitudinal study explores how student members’ sense of belonging changed over time in a Networked Improvement Community (NIC). Co-authored by researchers and student participants, this study uses the “students as partners” framework and four constructs of belonging (motivation, competencies, opportunities, and [...] Read more.

This qualitative, longitudinal study explores how student members’ sense of belonging changed over time in a Networked Improvement Community (NIC). Co-authored by researchers and student participants, this study uses the “students as partners” framework and four constructs of belonging (motivation, competencies, opportunities, and perceptions) to examine how sense of belonging manifested and developed for five student NIC members across their first and final semesters of participation in the NIC. Retrospective analysis of journal entries and interview data collected over two years revealed: student motivations shifted from individual goals to a collective investment in the NIC’s systemic improvement goals; students developed competencies in leadership, data-informed decision-making, and equity based on their lived experiences; and intentional NIC structures supported a shift in the student members’ opportunities for belonging from relationship-building and anonymous decision-making to taking on more responsibilities in NIC initiatives. As a result, student perceptions evolved from uncertainty about their roles to having a strong sense of agency, influence, and community within the department. The findings from this study offer evidence that intentionally structured NICs can function as spaces where motivations, competencies, opportunities, and perceptions grow together and position student members as contributors to inclusive systemic change in undergraduate STEM education. Full article

(This article belongs to the Special Issue Engaging Students to Transform Tertiary Mathematics Education)

► Show Figures

Figure 1

30 pages, 2041 KB

Open AccessArticle

Bespoke, Relevant, and Inclusive Self-Paced, Online Modules to Build Tertiary Mathematics Engagement and Confidence

by Sarah Etherington, Natalie Callan, Shu Hui Koh, Garth Maker, Rebecca Bennett and Natalie Warburton

Educ. Sci. 2026, 16(2), 203; https://doi.org/10.3390/educsci16020203 - 29 Jan 2026

Viewed by 985

Abstract

Tertiary mathematics teaching is predominantly face-to-face, yet large, diverse cohorts and limited contact hours constrain opportunities for individually paced practice and timely feedback. We developed three bespoke, self-paced online numeracy modules, each targeting a specific mathematical concept and disciplinary context. Module design was [...] Read more.

Tertiary mathematics teaching is predominantly face-to-face, yet large, diverse cohorts and limited contact hours constrain opportunities for individually paced practice and timely feedback. We developed three bespoke, self-paced online numeracy modules, each targeting a specific mathematical concept and disciplinary context. Module design was informed by learning theory (constructivist, active learning, Universal Design for Learning, inclusive learning practices). We ran a qualitative pilot study to gain insight into user perceptions of modules in terms of engagement and perceived learning support, conducting semi-structured interviews with undergraduate science students (n = 11) and educators (n = 7). We applied thematic analysis to interview data, which generated the following insights. Students—many reporting high mathematics anxiety—responded positively, valuing low-stakes iterative practice, clear stepwise scaffolding, multimodal presentation, contextualized examples aligned to their course, and a supportive instructor voice. These features were described as reducing anxiety, reframing errors as part of learning, and supporting inclusion, despite prevalent math avoidance in the cohort. Staff feedback was more cautious, recognizing similar strengths but focusing on areas for improvement. We argue that bespoke, contextualized modules can augment face-to-face instruction by delivering individualized pacing and immediate feedback at scale, while contributing to the creation of an accessible, inclusive, supportive learning environment. Future work should quantify learning outcomes, track affective changes longitudinally, and isolate contributions of specific design features across diverse cohorts and disciplines. Full article

(This article belongs to the Special Issue Engaging Students to Transform Tertiary Mathematics Education)

► Show Figures

Figure 1

24 pages, 1048 KB

Open AccessArticle

Women’s Perspectives on Factors That Most Impacted Their Sense of Belonging in Undergraduate Active Learning Calculus

by Casey Griffin

Educ. Sci. 2026, 16(2), 194; https://doi.org/10.3390/educsci16020194 - 27 Jan 2026

Viewed by 431

Abstract

Feeling a low sense of belonging is a key reason for women leaving science, technology, engineering, and mathematics (STEM) majors. Calculus is a common dropout point at which women leave their STEM major. In order to support women’s sense of belonging in this [...] Read more.

Feeling a low sense of belonging is a key reason for women leaving science, technology, engineering, and mathematics (STEM) majors. Calculus is a common dropout point at which women leave their STEM major. In order to support women’s sense of belonging in this critical course, we need a deeper understanding of what contributes to women’s sense of belonging. In this report, I present a preliminary theoretical framework linking sense of belonging and factors described in the literature as contributors to sense of belonging: social connectedness, perceived competence, and features of the learning environment. I then report on a study in which women were asked to rank order these contributors from most to least impactful on their sense of belonging, and explain their rankings. Based on their rankings and explanations, initial hypothesized links were confirmed and new links emerged, which are summarized in a revised theoretical framework. Results showcase ways the contributors work together rather than separately to support women’s sense of belonging. Further, explanations of rankings highlight the notable and dynamic impact that social connectedness has on sense of belonging and suggest ways instructors can support women’s sense of belonging in Calculus by incorporating opportunities to interact into their pedagogies. Full article

(This article belongs to the Special Issue Engaging Students to Transform Tertiary Mathematics Education)

► Show Figures

Figure 1

26 pages, 1487 KB

Open AccessArticle

Seeing the Forest by Seeing the Trees: Using Student Surveys to Measure Instructional Practices

by Sandra L. Laursen and Tim Archie

Educ. Sci. 2025, 15(12), 1712; https://doi.org/10.3390/educsci15121712 - 18 Dec 2025

Viewed by 788

Abstract

Efforts to improve undergraduate education in mathematics and other STEM fields often work with instructors to implement research-based instructional practices that emphasize active and collaborative learning. To measure the progress and outcomes of such initiatives, researchers need measurement tools that are versatile, meaningful, [...] Read more.

Efforts to improve undergraduate education in mathematics and other STEM fields often work with instructors to implement research-based instructional practices that emphasize active and collaborative learning. To measure the progress and outcomes of such initiatives, researchers need measurement tools that are versatile, meaningful, and inexpensive to use, to know what teaching practices are occurring. Because students spend a great deal of time observing class conditions, they are well positioned to report the teaching that they experienced. We report results from some 2400 student surveys on the use of active and collaborative learning (ACL) approaches in over 200 recitation sections of gateway courses in tertiary mathematics, physics, and computer science. We developed a set of survey items, TAMI-SS, and a compound measure based on the items, called S-ACL for Student-reported Active and Collaborative Learning, that reflects the extent of active and collaborative learning as reported by students. We find that S-ACL scores compare favorably with instructor surveys and observations, and with students’ reports of their classroom experience using established measures. Moreover, S-ACL reflected departments’ progress in implementing ACL in recitations. When focused on specific, observable classroom behaviors, student surveys of instructional practice can be used to measure the progress of instructional change initiatives in mathematics and similar fields. Full article

(This article belongs to the Special Issue Engaging Students to Transform Tertiary Mathematics Education)

► Show Figures

Figure 1

Journal Menu

Journal Browser

Engaging Students to Transform Tertiary Mathematics Education

Share This Special Issue

Special Issue Editors

Special Issue Information

Keywords

Benefits of Publishing in a Special Issue

Published Papers (8 papers)

Research

Further Information

Guidelines

MDPI Initiatives

Follow MDPI