{"title":"The Rationality of Undergraduate Mathematics Instructors: The Choice to Use Inquiry-Oriented Instructional Practices","authors":"Mollee Shultz","doi":"10.5951/jresematheduc-2020-0306","DOIUrl":null,"url":null,"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 (Herbst & Chazan, 2012). 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.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":3.5000,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal for Research in Mathematics Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.5951/jresematheduc-2020-0306","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
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 (Herbst & Chazan, 2012). 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.
期刊介绍：
An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including: -Research reports, addressing important research questions and issues in mathematics education, -Brief reports of research, -Research commentaries on issues pertaining to mathematics education research, and -Book reviews.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
