PERCEPTIONS OF LEARNING IN A CALCULUS COURSE INFUSED WITH MULTIMODAL WRITING.

Student multimodal writing has gained attention in the teaching and learning of mathematics with the anticipation that these assignments will benefit student engagement and learning in a variety of ways. This study investigates students' perceptions of learning in a post-secondary calculus course, which contained four multimodal writing assignments. A course designed with multimodal writing is described along with student-generated products and feedback. Study results suggest that multimodal writing may assist students with understanding the complexities of calculus content and increase collaboration and engagement. [ABSTRACT FROM AUTHOR]

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