Faculty and Student Perceptions of Instructional Servingness in Gateway Mathematics Courses at a Hispanic-Serving Institution [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Leyva, Luis A.; Mitchell, Nicollette D.; McNeill, R. Taylor; Byrne, Martha H.; Ford, Ben; Chávez, Lorely A.; Abreu-Ramos, Enrique M.
Titel	Faculty and Student Perceptions of Instructional Servingness in Gateway Mathematics Courses at a Hispanic-Serving Institution [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; Teacher Attitudes; Undergraduate Students; Student Attitudes; Minority Serving Institutions; Hispanic American Students; Mathematics Education; Teaching Methods; Educational Experience; Mathematics Teachers; Introductory Courses; Statistics Education; Mathematics Skills; Teacher Student Relationship; Equal Education; Student Diversity; Inclusion; Faculty Development; State Universities; California + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Schülerverhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungserfahrung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Einführungskurs; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Inklusion; Staatliche Universität; Kalifornien
Abstract	Research exploring how Hispanic-Serving Institutions (HSIs) serve Latin* STEM students has largely focused on features of organizational structures (e.g., support programs), but minimally examined instruction and classroom experiences. This is an important gap to fill, especially in gateway mathematics courses, where faculty relationships and quality of instruction impact Latin* students' persistence and identities in STEM. To advance such research, this report presents findings from an analysis of how perspectives from HSI mathematics faculty and students about instruction in introductory statistics converged and diverged in terms of serving Latin* populations. We present two illustrative cases of dissonant and resonant perspectives on serving Latin* students through instruction that frames mathematical ability expansively (e.g., not limited to being fast or correct). We conclude with research and practice implications. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01