PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Exploring Differences In Teaching Practice When Two Mathematics Instructors Enact The Same Lesson
Page: 322
Investigating teacher practice at all educational levels has become an important research arena. We consider the teaching of inquiry-oriented differential equations in undergraduate classrooms by comparing two enactments of the same fragment of a student-centered curriculum by two mathematics professors. We highlight differences in the professors’ practices and the consequent classroom results by analyzing the professors’ participation in whole-class discussions and the decisions they made during class. By considering how the same written curriculum can be enacted in very different ways in undergraduate level mathematics classrooms, we call for greater attention to research on the relationships between a written curriculum, an enacted curriculum, and student outcomes.