Building Bridges and Breaking Barriers: OER and Active Learning in Mathematics

Authors

DOI:

https://doi.org/10.18357/otessaj.2021.1.1.5

Keywords:

active learning, open educational resources, mathematics, accessibility, community, teaching and learning, OER

Abstract

This article will discuss how open educational resources and instructional technology are used to support student academic success and continuous faculty pedagogical development, as well as reduce barriers to access at an R1 university. This article uses case examples from two instructors from a Mathematics and Computational Sciences department who are using open educational resources and instructional technology as part of an inclusive active learning pedagogy. The first case study is from an integral calculus course and the second case study is from a discrete mathematics course. The article highlights the role of the educational developer in providing pedagogical and technological support to the faculty. The support the educational developer provides is framed by an inclusive pedagogy that foregrounds access and accessibility. Future considerations provided in the article highlight the need for connections and collaborations supported through a Teaching and Learning Collaboration with an emphasis on active learning, classroom training, and open educational resources to create more pedagogically comprehensive and inclusive learning environments.

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Published

2021-11-30

How to Cite

Gagné, A., Wang, X., & Yusun, T. (2021). Building Bridges and Breaking Barriers: OER and Active Learning in Mathematics. The Open/Technology in Education, Society, and Scholarship Association Journal, 1(1), 1–20. https://doi.org/10.18357/otessaj.2021.1.1.5

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Practice Articles