RUME 26
2024
Omaha, Nebraska
Promoting College Algebra Instructors' Adoption of Evidence-Based Teaching Practices
Page: 1140
While there is evidence that college students benefit from classroom activities that engage them, a shift in instruction from the lecture style of teaching to methods where students are actively involved in their learning is difficult to generate. This study focuses on providing structure and support for college algebra instructors to implement evidence-based instructional practices. We interviewed participants each semester they were involved with this project to gain insight into their perspectives on their teaching practices. We also video-recorded three lessons each semester when participants were implementing co-constructed in-class materials. Initial results showed how collaboration empowered instructors to implement evidence-based instructional practices in their class. Additionally, even though instructors collaborated to co-create in-class materials, results showed variation in their implementation styles as they moved towards more student-centered practices.