PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Undergraduate abstract algebra: Is teaching different at ’teaching’ colleges?
Page: 698
Reforming the way undergraduate math is taught has been the target of significant research efforts for decades; however, lecture remains the predominant form of instruction. While interest has been primarily focused on entry-level courses in order to recruit and retain STEM- intending students, quality instruction in upper division courses is also important. In a national survey of abstract algebra instructors, we investigated typical teaching practices, beliefs, and constraints that influence pedagogical decisions, and similarities/differences between those who do/not lecture. Of particular interest was exploring whether instructors at Bachelor’s-granting institutions have markedly different circumstances than their counterparts at Master’s- and Doctoral-granting institutions and the effect (if any) this has on their pedagogical decisions.