More than just math: A study of collaboration and community building in an undergraduate math classroom

The research was an evaluation of collaborative practices used within an undergraduate math course. The methodology was classroom action research using mixed methods. While there are many sources for what should constitute the content of mathematical learning in undergraduate core math classes, there is little research on the effects of collaboration and learning communities within the undergraduate math class. In an effort to build and encourage such a learning community, this study applied the principles of collaborative learning within a subject area (mathematics) that usually deems direct instruction the preferred pedagogy over knowledge construction through collaborative discourse. The majority of students in this study willingly engaged in collaborative activities and met the learning objectives of these activities and of the course. However, these same students preferred direct instruction as classroom pedagogy.