RUME 27
2025
Alexandria, Virginia
Using the Instructional Tetrahedron to Classify College Algebra Instructors’ Peer Observations
Page: 1297
Professional learning communities (PLCs) can be a way to support college mathematics instructors in shifting their instruction to be more student-centered. This study focuses on what College Algebra instructors noticed when observing their colleagues’ teaching in a video club setting within the PLC. We used the instructional tetrahedron to classify what instructors noticed according to the four vertices: Content, Students, Teacher, and Tools and Technology. Results highlight that instructors’ discussions shifted away from Tools and Technology after returning to in-person classes and that instructors’ discussions about Tools and Technology differed depending on the in person or online class context. We also found that instructors frequently noticed Teacher interactions, which points to their perceptions about the goals of the PLC - to provide feedback about teaching and to generate ideas about how to improve one’s own instruction. Finally, what instructors notice about their colleagues’ teaching might shed light on that instructors’ goals and beliefs about teaching.