The Rationality of Undergraduate Mathematics Instructors: The Choice to Use Inquiry-Oriented Instructional Practices

Autor/in	Shultz, Mollee C.
Titel	The Rationality of Undergraduate Mathematics Instructors: The Choice to Use Inquiry-Oriented Instructional Practices
Quelle	In: Journal for Research in Mathematics Education, 53 (2022) 3, S.227-246 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Undergraduate Students; Mathematics Instruction; Teaching Methods; Inquiry; Active Learning; Teacher Attitudes; Mathematics Teachers; Structural Equation Models; Prediction; Educational Change; Likert Scales; Vignettes; Learning Processes; Departments; College Faculty; Teacher Characteristics; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Vorhersage; Bildungsreform; Likert-Skala; Learning process; Lernprozess; Department; Abteilung; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article addresses why instructors choose to not use inquiry-oriented instructional practices (IO-IPs) even if they believe the practices are beneficial. A national sample of undergraduate mathematics instructors (N = 269) responded to questionnaires on their use of IO-IPs, beliefs on student learning, and recognition of professional obligations--their responsibilities toward various stakeholders including the individual student, mathematics as a discipline, the institution, and society. Structural equation modeling indicates that learner-focused beliefs often predict the use of IO-IPs, but that recognition of some professional obligations can work in opposition to those beliefs. Future work advocating for instructional change could use this framework to provide instructors with resources that leverage their existing priorities. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01