RUME 26
2024
Omaha, Nebraska
Instructional Characterizations of Foundational Math Coordinators With Attention to Instructor-Student Interactions
Page: 1063
We aimed to get a better understanding of participants’ (eight foundational math course [FMC] coordinators’) teaching approaches. In the first year of this grant project, we primarily gathered data (through surveys, self-reflections, and class observations) on these individuals as instructors. These data were compiled into narrative summaries for each participant and analyzed and compared. We discuss our findings from this analysis, using the instructional triangle as a framework, and particularly focusing on instructor-student interactions. This project aims to develop an understanding of what is needed to support instructional change in FMCs by evaluating how math-specific professional development (PD) cycles affect FMC coordinators’ teaching practices and perspectives. We seek audience feedback on potential next steps towards fostering effective instructor-student interactions and future PD cycles.