PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Situational characteristics supporting instructional change
Page: 1615
Instructional practice and decision-making are influenced by a myriad of factors, with bothindividual instructor characteristics (e.g., beliefs about teaching and learning and personalexperience) and departmental/institutional characteristics (e.g., resources and supports) shapingday-to-day teaching practices. However, little is known about which factors are the mostinfluential and how those factors influence pedagogy. In this project, in an effort to identifycommonalities in situational contexts and better understand how these commonalities supportnon-lecture instructional approaches, we look at interviews from fourteen mathematicians whovolunteered to implement inquiry-oriented instructional materials.Key words: