1+1 is greater than 1: Developing Scholarship with Students as Partners
DOI:
https://doi.org/10.21100/msor.v24i2.1681Keywords:
scholarship, students as partners, feedbackAbstract
This article is based on a keynote presentation delivered by the corresponding author at CETL-MSOR in September 2025 at the University of Liverpool. The article is co-authored with two student partners. It explores the pedagogy of students as partners and how this can be used to develop scholarship of teaching and learning in mathematics. Examples are provided of projects involving the authors on assessment and feedback literacy and the development of scholarly informed activities for abstract algebra teaching.
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