PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Assessing the uptake of research based instructional strategies by postsecondary mathematics instructors
Page: 18
For decades, the mathematics education research community has strived to identify, document, and disseminate instructional strategies that support student success in mathematics courses. We now have many research-based instructional strategies (RBIS) which have evidence to support claims that they can be used to help students succeed in mathematics. However, the use of such practices has not become widespread at the postsecondary level in mathematics, nor in the other STEM disciplines. This work, focused on mathematics instructors, is part of a larger project hoping to uncover more about why and how particular instructional practices spread in undergraduate mathematics, chemistry, and physics. Here, we report that single-variable calculus instructors have awareness of, and use, RBIS in their classrooms; however much of class time is spent in a lecture format. Implications of these and future results are discussed.