PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
First-year mathematics students’ view of helpful teaching practices
Page: 1055
Research in undergraduate mathematics education has identified various research-based instructional practices to support students’ learning. However, little is known about how students experience those practices or how helpful they perceive those practices to be for their learning. As part of a larger national project of first-year mathematics, this study focused on classroom experiences in the Precalculus to Calculus 2 (P2C2) sequence. Using survey data from 4,969 students, we considered how helpful students find various teaching practices and then compared student and instructor reports of how characteristic these practices are of their P2C2 class. Here we report students’ ratings of twelve different teaching practices in terms of helpfulness for their learning in and descriptiveness of their P2C2 experience.