PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Constraints for changing instructional approach? We can do it!
Page: 509
Although different instructional models for teaching mathematics have arisen over the past decades, lecturing continues to be the preferred approach of abstract algebra instructors. We identified facilitating and constraining factors of instructional change by analyzing thirteen instructor interviews. Factors were further classified as internal or external; as related to factors of community, sources, curriculum, procedures, empowerment and feelings; and as institutional, networking or change management. Additionally, different levels of resistance or support were identified for each factor. Some results of our analyses include finding that supportive faculty chairs and colleagues strongly facilitate attempts at instructional change while departments open to change serve as a moderately supportive external factor towards instructional change. Student resistance constitutes the most frequent constraining factor that instructors face.