RUME 28
2026
Alexandria, Virginia
Precalculus Students’ Perceptions of Instructor Actions and Intentions via Stimulated Recall
Page: 1371
Initial results are presented for students’ perceptions of instructor actions and their intentions in an undergraduate math context, highlighting the variability in student perceptions. Video-recorded classroom observations were conducted throughout the Fall 2025 semester in an interactive undergraduate precalculus class. Seven focal students were asked to reflect on select clips from these observations during early- and late-semester interviews. These clips centered on student-instructor interactions (sometimes involving the student being interviewed), and the students were asked (among other things) about their perceptions of relevant instructor actions and what they believe the instructor intended with these actions. Current analysis of these interview transcripts show that students can have varied interpretations of which instructor actions are significant or what the instructor’s intentions are with particular actions. Further analysis looks to explore how these varied perceptions of instructor actions in the classroom may relate to students’ larger views of themselves as “doers of math.”