| Autor: |
Gehrtz, Jessica, Lee, Stephen, Prasad, Priya V. |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 2022, p1747-1751, 5p |
| Abstrakt: |
College mathematics instruction that leverages evidence-based instructional practices, such as productive group work, can lead to many positive outcomes for students. In order to support instructors in adopting more evidence-based instructional practices, it is important to understand what barriers and drivers can impact their decision to implement such practices. In this study, we interviewed four introductory mathematics instructors teaching the same course in order to understand, in context, what aspects served as barriers and drivers. Transcripts were analyzed using thematic analysis. Initial results highlight how course coordination and weekly project meetings served as drivers, and the impact of the pandemic was seen as both a driver and a barrier to implementing evidence-based instructional practices. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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