Helping college students claim ownership of their mathematics learning

Abstract

This is an exploratory study about engaging students in mathematics learning both inside and outside of the classroom of an introductory proof course. The author utilized the framework of scholarship of teaching and learning as a guide to ensure the research process was carried out systematically. This study was conducted through one cycle of scholarly teaching. The implemented teaching strategies showed positive impacts on students' learning. These strategies can be tested and improved through more cycles of scholarly teaching research in different settings.