- s3mthartford

# Collaborative Solutions in Calculus

Updated: Jun 19, 2019

**Researchers: **Mako Haruta and Larissa Schroeder.

What effect does a highly interactive and collaborative community environment have on students who work together to co-write and co-edit formal written solutions for Calculus I problems? This study investigates the potential for change in students’ understanding of Calculus I and in their ability to write mathematics.

The Mathematics Department at the University of Hartford created a collection of in-class problem sets that are part of the used in flipped calculus classes. The development of these curricular materials was supported by the National Science Foundation grant *Flipping Calculus (NSF #)*. However, a complete set of solutions has not yet been developed for these materials.

Students who have completed Calculus I, at various ability levels, work collaboratively to create solution sets for the *Flipping Calculus* curricular materials. The research for this project centers on the effect of this collaborative work on student understanding of Calculus.

There are two research questions associated with this study:

**RQ1**: What effect did participation in this project have on students’ understanding of calculus concepts?

**RQ2**: What effect did participation in this project have on students’ ability to articulate and structure mathematical arguments?

Ultimately, if collaboratively writing solutions has a positive effect on students understanding of calculus and their ability to structure mathematical arguments, this study will serve as a pilot project to guide our exploration of how to extend this type of activity into the mainstream mathematics classroom.