Become a Math Problem Solving Scholar
an NSF-funded institutional collaboration and research study
Active-learning learning for 2-year HSI students and 4-year transfers: faculty development, and impact on students' attitudes, math performance, and persistence, NSF award #1644899
- Principal Investigator | Guadalupe Lozano, University of Arizona
- Co-Principal Investigator | Jose Maria Menendez, Pima Community College
- Co-Investigator | Laura Watkins, Glendale Community College
Conference Talks
2019
Milwaukee, WI | AMATYC Research Session
Infusing Equity in the Transition to the University: A focus on Non-Traditional Outcomes
Milwaukee, WI | AMATYC Equity Session
Asset Perspective on Co-Curricular Experiences: Students’ Reflections
Baltimore, MD | JMM/MAA Invited Panel
Increasing Diversity and Retention in STEM Through Math-Focused First-Year Seminars
2018
Orlando, FL | AMATYC Equity Session
Inquiry-Engaged, Problem-Solving Pedagogy & Mentorship in Precalculus
Scottsdale, AZ | TODOS 2018 Conference
Incorporating Interactive-Engaged, Problem Solving (IE-PS) pedagogy + mentoring in a pre-calculus class
Berkeley, CA | MSRI Critical Issues in Mathematics Education
Fostering Equity in Core Transitions: building capacity at 2-year HSIs to teach and learn pre- calculus using evidence-based practices
San Diego, CA | Joint Mathematics Meetings, RUME
Active-learning in pre-calculus and calculus: impact and performance outcomes for 2-year HSI students and 4-years HSI transfers
2017
Riverside, CA | AMS Western Sectional Meeting
Supporting pre-calculus teaching and learning through mentorship and problem-solving: a collaboration focused on better outcomes for 2-year HSI students and transfers
This material is based upon work supported by NSF under Grant No.1644899. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.