Individual and situational factors related to undergraduate mathematics instruction
Individual and situational factors related to undergraduate mathematics instruction
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与本科数学教学相关的个体和情境因素
DOI：
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发表时间：
2019
影响因子：
6.7
通讯作者：
Timothy Fukawa
中科院分区：
文献类型：
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作者：
Estrella Johnson;Rachel Keller;Valerie Peterson;Timothy Fukawa
背景在美国，政策委员会和资助机构对改变学生在本科数学课上的经历非常感兴趣。即使有了这些改革举措，研究人员继续记录，讲座仍然是美国本科数学课程的主要教学模式。然而，我们有理由相信，在教学实践中存在着变异性，即使是那些自我描述为“讲座”的教师。因此，我们的研究问题，这项研究如下：什么样的教学实践是目前雇用的本科数学教师和什么因素影响他们使用的非讲座教学法？在这里，我们探讨这些问题，集中在抽象代数课程，高年级的数学课程，特别是定位为教学改革。ResultsWe报告的调查结果，219抽象代数教师从美国高校有关他们的教学实践。根据上课时间的比例将受访者分为三组，我们能够确定14种教学实践，其中至少两组之间存在显着差异。为了解释这些差异，我们分析了教师报告的个人和情境因素。结果表明，虽然在教学实践中存在显着差异，这些差异主要与个人因素，如个人信仰。情景特征，如感知部门的支持和抽象代数的情况下，在更广泛的数学课程，似乎没有相关的教学differentiations.ConclusionsOur结果表明，个人界限一般，特别是信念，强烈相关的决定（不）讲座。然而，许多常用的理由来证明使用广泛的讲座并没有显着不同的三组教师。这种缺乏区分的情况表明，可能有一些相关的体制特征尚未在文献中探讨，跨国比较可能有助于确定这些特征。
BackgroundIn the US, there is significant interest from policy boards and funding agencies to change students’ experiences in undergraduate mathematics classes. Even with these reform initiatives, researchers continue to document that lecture remains the dominant mode of instruction in US undergraduate mathematics courses. However, we have reason to believe there is variability in teaching practice, even among instructors who self describe their teaching practice as “lecture.” Thus, our research questions for this study are as follows: what instructional practices are undergraduate mathematics instructors currently employing and what are the factors influencing their use of non-lecture pedagogies? Here, we explore these questions by focusing on instruction in abstract algebra courses, an upper-division mathematics course that is particularly well positioned for instructional reform.ResultsWe report the results of a survey of 219 abstract algebra instructors from US colleges and universities concerning their instructional practices. Organizing our respondents into three groups based on the proportion of class time spent lecturing, we were able to identify 14 instructional practices that were significantly different between at least two of the three groups. Attempting to account for these differences, we analyzed the individual and situational factors reported by the instructors. Results indicate that while significant differences in teaching practices exist, these differences are primarily associated with individual factors, such as personal beliefs. Situational characteristics, such as perceived departmental support and situation of abstract algebra in the broader mathematics curriculum, did not appear to be related to instructional differences.ConclusionsOur results suggest that personal bounds in general, and beliefs in particular, are strongly related to the decision to (not) lecture. However, many of the commonly cited reasons used to justify the use of extensive lecture were not significantly different across the three groups of instructors. This lack of differentiation suggests that there may be relevant institutional characteristics that have not yet been explored in the literature, and a transnational comparison might be useful in identifying them.
影响因子：
3.8
作者：
Hora, Matthew Tadashi;Ferrare, Joseph J.
通讯作者：
Ferrare, Joseph J.