PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Determining significant factors for relating beliefs to lecture
Page: 120
When trying to examine instructors’ instructional practices, specifically lecturing, qualitative studies have indicated the necessity to consider their beliefs. However, there is a dearth of quantitative belief measures specific to instructors of undergraduate mathematics courses. No one specific instrument captures the relationship between beliefs and lecturing. This paper, therefore, attempts to establish a foundation of significant factors for researchers to consider when developing belief measures to predict lecturing. We use pre-existing data from Calculus and Abstract Algebra courses to conduct factor analyses and develop composite variables. We then use multiple regression to examine composites with significant effects on time spent lecturing. Results suggest that beliefs related to a focus on skills and content, knowledge facilitation authority, expectations of student success, and the importance of particular concepts are of particular importance.