# Evidence-based teaching: how do we all get there?

## TL;DR

This paper discusses the importance and challenges of implementing evidence-based active learning in mathematics education, highlighting community efforts and resources to facilitate this pedagogical shift.

## Contribution

It summarizes community discussions on obstacles and opportunities for adopting evidence-based active learning in mathematics teaching.

## Key findings

- Identification of individual, institutional, cultural, and professional obstacles.
- Recognition of opportunities for collaborative efforts.
- Emphasis on community engagement to promote active learning.

## Abstract

There are compelling reasons to shift our pedagogy toward evidence-based active learning methods that substantially improve student success, and now plenty of resources to aid in that shift. These include the recent CBMS Statement on Active Learning, MAA Instructional Practices Guide (IPG), and MIT Electronic Seminar on Mathematics Education. But implementation is neither quick nor easy. There are still plenty of individual, institutional, cultural, and professional obstacles, along with wonderful opportunities. At the 2019 Joint Mathematics Meetings we co-organized a guided discussion -- an ``un-panel'' -- sponsored by the American Mathematical Society's Committee on Education in order to stimulate the process of our community moving toward active learning in our teaching pedagogy. Seventy participants with fifteen discussion leaders expanded an initial list of issues, and considered questions around both challenges and opportunities. Here we summarize from these discussions, suggesting areas for collaborative efforts ranging from local colleagues and educational institutions to national and global professional societies.