In my Calculus and Analytic Geometry II course last fall, I placed students into "homework groups" to investigate the effect of small groups on student learning. More specifically, I wanted to know how participating in these groups affected their problem-solving skills and level of understanding of the course material. These groups met in class almost every Wednesday during the semester.

I am also investigating the effect of technology on student learning. Throughout the semester, students used graphing calculators and completed several labs using the mathematical program Maple.

Students in my class voluntarily completed two surveys, the results of which I am currently evaluating. The preliminary findings suggest that participating in the homework groups regularly increased problem-solving skills and their level of understanding of the course material. With regard to technology, students found the use of graphing calculators extremely helpful, but many believe Maple was more of a hassle than an aid. This could partially be due to technical difficulties involved with the key server for computer software which was implemented at Stout this semester.

This spring I plan to repeat the study with my Calculus and Analytic Geometry I course. I will be presenting the results at the Wisconsin Section meeting of the Mathematical Association of America in April and plan to give a talk at the MAA’s national MathFest meeting this August.

At the campus level, Jeanne Foley and I will be giving an overview of our projects during a department meeting in February. We plan to form a discussion group on learning issues specific to math, computer science, and statistics.