Using Analytics to Support Instructor Reflection on Student Participation in a Discourse-Focused Undergraduate Mathematics Classroom
Using Analytics to Support Instructor Reflection on Student Participation in a Discourse-Focused Undergraduate Mathematics Classroom
复制标题
DOI：
10.1007/s40753-019-00084-7
复制
发表时间：
2019-04-01
影响因子：
1.5
通讯作者：
Apkarian, Naneh
中科院分区：
文献类型：
--
作者：
Reinholz, Daniel L.;Bradfield, Kenneth;Apkarian, Naneh
本文描述了一种使用教学分析来支持教学实践变革的方法。这项研究是在一位经验丰富的教师以话语为重点的本科数学课堂上进行的。使用课堂观察工具 EQUIP 和社交网络调查，我们生成了有关学生参与课堂的模式的定量数据，并在学期结束时提交给教师。我们的分析重点是教师如何理解这些分析并最终改变他在未来学期的教学实践。本文深入探讨了如何对三个数据源（课堂参与、学生体验和教师视角）进行三角测量，以更好地理解本科数学中基于话语的参与。我们还讨论了使用这种方法对教师专业发展的影响。
This paper describes a method for using instructional analytics to support changes in teaching practice. The study took place in a discourse-focused undergraduate mathematics classroom taught by an experienced instructor. Using the classroom observation tool EQUIP and social network surveys, we generated quantitative data on patterns of student participation in this classroom that were presented to the instructor at the end of the semester. Our analysis focuses on how the instructor made sense of these analytics and ultimately changed his teaching practices in a future semester. This paper provides insight into how three data sources can be triangulated-classroom participation, student experiences, and teacher perspective-to better understand discourse-based participation in undergraduate mathematics. We also discuss the implications of using this methodology for faculty professional development.