2021 Research in Undergraduate Mathematics Education Reports
2021
N/A
Examining Instructor Decision-Making Using Two Frameworks in the Context of Inquiry-Based Learning
Page: 392
In this paper, I use two frameworks—Schoenfeld’s theory of teaching in context (2010) and Herbst and Chazan’s practical rationality theory (2012)—to make sense of an undergraduate mathematics instructor’s decision-making when teaching with inquiry-based learning (IBL) methods. After providing a brief review of the relevant literature and the frameworks, I illustrate the analysis of one decision-making situation. I then discuss the affordances and challenges of the theories. The goal is to better understand what each framework offers in relation to the context and the nature of the analyzed data, and how findings from each framework can contribute to research on decision-making in the context of undergraduate teaching and IBL.