RUME 26
2024
Omaha, Nebraska
Lesson Planning Practices of Undergraduate Mathematics Instructors: What Do We Know?
Page: 564
We surveyed university mathematics instructors across the United States about their planning practices. We sought to better understand the complexities involved in the work that goes into preparing for instruction at the university level. Research indicates that the quality of instructors’ lesson plans can be linked to the quality of their instruction (Akyuz et al., 2012). Instructors self-reported as either using inquiry-based practices, lecture-based practices, or an even mix of both. Instructors that indicated using both inquiry-based and lecture-based practices spend more time lesson planning, but often feel less supported by the lesson plans they create. These instructors attempt to do practices that both the inquiry-based instructors do (i.e., spend time preparing for and accounting for student thinking) and lecture-based instructors do (i.e., ensuring a clear understanding of the mathematics for themselves). We discuss implications for instructors and the undergraduate mathematics education community.