This session is a sampler across four studies. First, are results of a recent examination of Khan Academy use in community college algebra. Then come preliminary findings from a study on flipped approaches to teaching calculus at institutions in the Cal State system. Early results from a third study, on a mini-course for faculty who teach future K-8 teachers, indicate there are special kinds of mathematical and cross-cultural knowledge needed for teaching future teachers. Finally, the collo- quium will dig deeply into a fourth area: how to build attention to equity and instructional responsiveness into mathematics graduate student preparation. Series supported by Instructionally-Related Activities Funds

Coffee, tea and cookies at 3:45 p.m.