Abstract by Brinley Stevens
Supporting Calculus Teachers in Teaching Quantitatively
There are different conceptualizations students may use when making sense of integrals. Research has shown a conceptualization of integrals as a multiplicatively-based summation is more productive for sense-making in contexts outside of “pure math,” yet students rarely draw upon this conceptualization. With so much of the calculus student population majoring outside of mathematics, this is problematic when they use integration in their various fields. I plan to examine how mathematics teachers attempt implementing quantitative reasoning into their lessons on integration. I hope to see ways in which they succeed, struggle, or change their plans in the lesson in order to better understand ways an instructor can possibly encourage a multiplicatively-based summation conceptualization in students.