Calculus and discrete mathematics are both prerequisites for advanced work in many fields, including mathematics, computer science, and engineering. Unfortunately, prevailing forms of curriculum and instruction in discrete mathematics, including California state policy for the course, are out of alignment with current expectations in mathematics and client disciplines. Through this project, Hartnell College, San Francisco State University (SFSU), San Jose State University (SJSU), and West Valley College aim to transform that situation. In an earlier seed project, the group developed team-based lesson materials for college courses in discrete mathematics. Use of the materials increased students’ reported sense of belonging in the intellectual work of discrete mathematics, shifted instructor perceptions of themselves as facilitators of activity-based learning, and reshaped instructors’ views of students’ abilities.
To scale these efforts, the Expanding Access and Equity in Discrete Mathematics project team promotes collaborative learning in discrete mathematics through the creation of an asynchronous short-course for faculty who teach discrete mathematics. This faculty course will gather important information from faculty designers to inform lesson planning and course revisions, as well as develop and disseminate new course content centered on team-oriented discrete mathematics lessons.
This project scales the work developed by the Equity in Discrete Mathematics project.
