Context Matters: Understanding the Relationship between Instructor's Beliefs and the Amount of Time Spent Lecturing

Autor/inn/en	Chowdhury, Ahsan Habib; Mullins, Sara Brooke; Johnson, Estrella
Titel	Context Matters: Understanding the Relationship between Instructor's Beliefs and the Amount of Time Spent Lecturing
Quelle	In: International Journal of Research in Undergraduate Mathematics Education, 8 (2022) 3, S.550-580 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-9745
DOI	10.1007/s40753-021-00158-5
Schlagwörter	College Faculty; College Mathematics; Mathematics Instruction; Beliefs; Teacher Attitudes; Calculus; Algebra; Lecture Method; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Fakultät; Mathematics lessons; Mathematikunterricht; Belief; Glaube; Lehrerverhalten; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Unterrichtserfolg
Abstract	Prior studies have identified the impact beliefs have on mathematics instructors' instructional practice, such as their choice to (or not to) lecture. However, the role of instructional context role in influencing beliefs and instruction has not been thoroughly researched. This paper explores how course context and beliefs could impact mathematics instructors' propensity to lecture by investigating two very different instructional contexts in undergraduate mathematics in the United States: Calculus and Abstract Algebra. The results of our regression analyses were significant in both data sets and, we did find beliefs in each context that predicted the amount of time spent lecturing. For instance, the more calculus instructors believed in the effectiveness of teacher-centered instructional practices, the more likely they were to lecture. Whereas the more abstract algebra instructors believed in their student's capacity to learn the less likely they were to lecture. However, while the regression model for the abstract algebra instructors accounted for 37.8% of the variability in the reported amount of time spent lecturing, the model for Calculus instructors only accounted for 2.7% of the variability. Thus our analyses indicate that there are contextual differences, such as course coordination, student demographics, and the job security of the instructors, that may be mitigating the extent to which beliefs impact instructional practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01