Abstract
A number of learner-centered strategies were implemented during a two-semester course in real analysis that is traditionally taught in lecture format. We seek to understand the role that these strategies can have in this proof-intensive theoretical mathematics classroom and the perceived benefits by the students. Although learner-centered strategies are a welcome addition in many applied mathematics courses and are known to be successful, the literature indicates that these remain largely absent from more advanced courses [9]. In an effort to correlate student resistance and acceptance of these strategies in different classroom settings we included an applied differential equations course in the study. Student feedback was obtained for two semesters of the real analysis course and compared to the feedback obtained during one semester of the differential equations course.
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