PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
The decision to use inquiry-oriented instruction: Why don’t beliefs align with practice?
Page: 538
In this study of inquiry-oriented instruction (IOI), we explore the relationship between beliefs, professional obligations, and inquiry-oriented practice among college mathematics instructors. Professional obligations consist of the responsibilities that instructors have towards various stakeholders, including the institution, the individual students, mathematics as a discipline, and society (Herbst & Chazan, 2012). Past studies have reported inconsistencies between beliefs and practice; professional obligations may help explain why instructors cannot always realize IOI practices in the classroom. We operationalize these constructs in a set of surveys and use structural equation modeling to explore the hypothesized relationships.