Collegiate mathematics teaching in proof-based courses: What we now know and what we have yet to learn

Abstract

There has been significant growth in the literature base exploring questions of teaching in undergraduate mathematics. In this paper we synthesize the literature on the teaching of proof-based undergraduate mathematics, drawing on 104 published reports from a range of countries and research traditions. We primarily differentiate the papers into those which explore lecture-based pedagogy and student-centered pedagogy. For each type of instruction, we focus on three categories of findings from the literature: description of instruction, instructor beliefs and rationales, and the relationship between instruction and students (cognitive, participatory, affective, and equity oriented). Much is known about the enactment of lecture-based teaching, including instructors’ cognitive and affective goals. The student-centered literature focuses on tensions and challenges implementing curricula with a greater focus on participatory goals. Overall, there are few studies that attempt to link instructors’ classroom activity and students’ learning. Similarly, attention to equity is relatively lacking in the extant research.