Title: Exploring Shifts in Student Attitudes Toward Group Exams in College Calculus: The Case of Dane

Speaker(s): Kelly MacArthur, Tracy Dobie

Abstract: Recent approaches to rehumanizing mathematics education have called for a range of changes to be made in mathematics classes, including shifting how students participate and are positioned in relation to mathematics, the instructor, and each other. This talk will focus on a university Calculus 2 class in which the instructor sought to rehumanize students’ mathematics experience through the inclusion of group exams. Here we first briefly explore students’ views of the group exams and their impact on the classroom learning environment - with particular focus on Black, Latinx, and Indigenous students. Then we dive in to examine the case of one student (Dane) whose perspective shifted dramatically over the course of the semester from adamant opposition to fervent support for the group exams. Part of this shift included a change in Dane’s view of his relation to others, as he began to see how working with others benefited himself, consider others’ experiences, and recognize how group exams can be helpful to everyone. Subsequently, we unpack four contributors to Dane’s shift: positive group experiences, increased learning and performance, progress towards social goals, and trust in his instructor. Additionally, we consider how Dane’s experience and attitudes are likely influenced by the racialized and gendered nature of mathematics. Dane’s story raises questions about instructors’ role in not only seeking student buy-in to new teaching and learning practices, but interrogating deeper beliefs about what it means to do mathematics and the role of others in students’ mathematics engagement. This research also highlights the importance of exploring students’ experiences and attitudes in relation to the larger sociopolitical context of mathematics. While we only delve into a single case here, we consider implications for group exams more broadly, as well as other attempts to rehumanize students’ mathematics experiences.