Developing a Learner-Centered Teaching Routine

TL;DR

This paper presents a practical, learner-centered teaching routine for undergraduate mathematics courses that promotes active participation and student reasoning, based on classroom experience and informal feedback.

Contribution

It introduces a simple, adaptable teaching routine with four steps designed to enhance engagement and reasoning in undergraduate math classes.

Findings

Increased student participation and reasoning observed.

Reduced passive lecturing in implemented courses.

Positive informal feedback from students and conference attendees.

Abstract

This paper shares a classroom story from Fall 2022 to Spring 2025 about a learner centered routine in undergraduate mathematics. I use four steps: an opening question, a short mini lecture about meaning, structured small group work, and a short end of class exit check, sometimes with quick visuals. I used this mainly in elementary statistics, with some use in calculus and linear algebra. The evidence is local and practical: my notes, one minute exit checks, informal student comments and surveys, and conference feedback. Across courses, I saw less passive lecturing, more visible participation, and students explaining their reasoning during the closing time. Limits are clear: one instructor and no controlled comparisons. Next I plan to improve the prompts for different student groups and to simplify the visuals. I offer a simple routine and timing that other instructors can adapt to their own classes.