David Tannor – KCC Principal Investigator

For some time now I have been struggling to understand the meaning of teaching, more
so teaching mathematics. I am aware of past and contemporary explorations on the
subject yet, the critiqued levelled against what is often termed the traditional mode of
teaching, an approach that for a while was a norm in my practice, puzzled me. I mean at
my place of worship I sit at my usual spot to hear my minister lecture about truths of
scripture. I listen to the radio most days to catch up on daily news. In fact, like many, I
sometimes default to YouTube instructional videos when I need some help with home
repairs. And, every now and then pause for a few minutes to have a go. Isn’t some form
of learning taking place, while I sit, watch, and tune in?
I agree that a framework for teaching in which the learner is primarily the object of that
which is to be learned from the teacher is concerning. It positions the instructor as an
authority and devalues the subjectiveness of the student in her own right. However, the
usual alternative, which supports a view of teacher as facilitator of learning is equally
problematic as I have come to perceive teaching in some ways as that which brings to
the learner an experience that is new and transcendent that would not be there,
otherwise, without the instructor.
Over the past few years, my twin struggle between student- and teacher-centered
instruction has anchored in me a desire to be better at teaching, and if I am recalling
well, it was the backdrop to my interest in active learning and the Teaching for
PROWESS project. My conviction for and earnestness to be intentional with this
approach began somewhere around fall of 2021. By then, I had read what perhaps
could someday be a classic in mathematics education, Peter Liljedahl’s Building
Thinking Classroom in Mathematics. Moved by his recommendations, I sprung to
action, to implement as many as I could; but I soon realized the old adage, that a
journey of a thousand miles begins with one step, is indeed not untrue. Let’s say my
attempts at some of his 14 practices fell flat. However, I realized later that all this while I
had not yet engaged in the active learning process as a learner or was I ever a first-
hand witness of it in action from an expert. As such, it was very refreshing and
informative to experience it modeled during the Teaching for PROWESS Summer
Institute held in 2022. With that, I felt better equipped and with time I have seen gradual progress in
my approach as well as gains in student learning. For now, let’s say I’m at step two of
that journey.
If I should return to the notion of transcendence, what exactly it is, I do not know. All the
same, one of my students recently sent me this note:
Thank you so much!! I like the teaching method you use, having a good amount
of time to work in groups really gives us a chance to help each other understand
the material.

I sure think something anew has taken place, and I think active learning is making a
positive difference for me.

Shawna Stoneburner (Student)

I never considered myself a “math person” or an extrovert for that ma7er, so when I
found out we would be doing group work in college algebra for every class period, my
immediate feeling was anxiety. Dr. Tannor encouraged us to be open to this active learning
format, so I told myself that I needed to try to keep a positive frame of mind.
I had not taken a math class for three years prior to taking college algebra with Dr.
Tannor, so I was a bit nervous that I was not going to do too well. Throughout the semester I
thought, “As long as I get a C overall, I’m okay with that.” So, when I finished the course with a B,
I was pleasantly surprised, and excited. I can say with full confidence that one of the biggest
reasons I was able to do so well in the class was because of the active learning format. Being
tasked with displaying the processes of math problems was extremely intimidating, especially
when having to work with group members. I think that the active learning format was a push I
needed, both socially and academically. Foremost it helped me retain more of the subject
ma7er, but I think that it also improved my communication, cooperation, and leadership skills,
as well as increased confidence in myself.
Active learning in college algebra has positively impacted my life. I was hesitant at first
but kept an open mind and trusted Dr. Tannor and the process, and I am so glad I did.