PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Results from a national survey of abstract algebra instructors: Math ed is solving problems they don’t have
Page: 780
There is significant interest from policy boards and funding agencies to change students’ experiences in undergraduate mathematics classes. Abstract algebra specifically has been the subject of reform initiatives, including new curricula and pedagogies, since at least the 1960s; yet there is little evidence about whether these change initiatives have proven successful. Pursuant to answering this question, we conducted a survey of abstract algebra instructors to generally investigate typical practices, and more specifically, their knowledge, goals, and orientations towards teaching and learning. On average, moderate levels of satisfaction were reported with regard to the course itself or student outcomes; moreover, little interest in, or knowledge of, reform practices or curricula were identified. We found that 77% of respondents spend the majority of class time lecturing – not surprising when considering 82% reported the belief that lecture is the most effective way to teach.