Instructional Decision Making in a Gateway Quantitative Reasoning Course.
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| Title: | Instructional Decision Making in a Gateway Quantitative Reasoning Course. |
|---|---|
| Authors: | Budhathoki, Deependra1 dbudhathoki@defiance.edu, Foley, Gregory D.2 foleyg@ohio.edu, Shadik, Stephen2 shadiks@ohio.edu |
| Source: | Numeracy: Advancing Education in Quantitative Literacy. 2024, Vol. 17 Issue 1, preceding p1-21. 23p. |
| Subject Terms: | *Decision making, *Student-centered learning, *Active learning, *Educators, Mathematics, Professional associations |
| Abstract: | Many educators and professional organizations recommend Quantitative Reasoning as the best entrylevel postsecondary mathematics course for non-STEM majors. However, novice and veteran instructors who have no prior experience in teaching a QR course often express their ignorance of the content to choose for this course, the instruction to offer students, and the assessments to measure student learning. We conducted a case study to investigate the initial implementation of an entry-level university quantitative reasoning course during fall semester, 2018. The participants were the course instructor and students. We examined the instructor's motives and actions and the students' responses to the course. The instructor had no prior experience teaching a QR course but did have 15 years of experience teaching student-centered mathematics. Data included course artifacts, class observations, an instructor interview, and students' written reflections. Because this was a new course--and to adapt to student needs--the instructor employed his instructional autonomy and remained flexible in designing and enacting the course content, instruction, and assessment. His instructional decision making and flexible approach helped the instructor tailor the learning activities and teaching practices to the needs and interests of the students. The students generally appreciated and benefited from this approach, enjoyed the course, and provided positive remarks about the instructors' practices. [ABSTRACT FROM AUTHOR] |
| Copyright of Numeracy: Advancing Education in Quantitative Literacy is the property of University of South Florida Board of Trustees and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 175859658 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Instructional Decision Making in a Gateway Quantitative Reasoning Course. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Budhathoki%2C+Deependra%22">Budhathoki, Deependra</searchLink><relatesTo>1</relatesTo><i> dbudhathoki@defiance.edu</i><br /><searchLink fieldCode="AR" term="%22Foley%2C+Gregory+D%2E%22">Foley, Gregory D.</searchLink><relatesTo>2</relatesTo><i> foleyg@ohio.edu</i><br /><searchLink fieldCode="AR" term="%22Shadik%2C+Stephen%22">Shadik, Stephen</searchLink><relatesTo>2</relatesTo><i> shadiks@ohio.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Numeracy%3A+Advancing+Education+in+Quantitative+Literacy%22">Numeracy: Advancing Education in Quantitative Literacy</searchLink>. 2024, Vol. 17 Issue 1, preceding p1-21. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+associations%22">Professional associations</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Many educators and professional organizations recommend Quantitative Reasoning as the best entrylevel postsecondary mathematics course for non-STEM majors. However, novice and veteran instructors who have no prior experience in teaching a QR course often express their ignorance of the content to choose for this course, the instruction to offer students, and the assessments to measure student learning. We conducted a case study to investigate the initial implementation of an entry-level university quantitative reasoning course during fall semester, 2018. The participants were the course instructor and students. We examined the instructor's motives and actions and the students' responses to the course. The instructor had no prior experience teaching a QR course but did have 15 years of experience teaching student-centered mathematics. Data included course artifacts, class observations, an instructor interview, and students' written reflections. Because this was a new course--and to adapt to student needs--the instructor employed his instructional autonomy and remained flexible in designing and enacting the course content, instruction, and assessment. His instructional decision making and flexible approach helped the instructor tailor the learning activities and teaching practices to the needs and interests of the students. The students generally appreciated and benefited from this approach, enjoyed the course, and provided positive remarks about the instructors' practices. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Numeracy: Advancing Education in Quantitative Literacy is the property of University of South Florida Board of Trustees and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5038/1936-4660.17.1.1451 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 1 Subjects: – SubjectFull: Decision making Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: Active learning Type: general – SubjectFull: Educators Type: general – SubjectFull: Mathematics Type: general – SubjectFull: Professional associations Type: general Titles: – TitleFull: Instructional Decision Making in a Gateway Quantitative Reasoning Course. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Budhathoki, Deependra – PersonEntity: Name: NameFull: Foley, Gregory D. – PersonEntity: Name: NameFull: Shadik, Stephen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 19364660 Numbering: – Type: volume Value: 17 – Type: issue Value: 1 Titles: – TitleFull: Numeracy: Advancing Education in Quantitative Literacy Type: main |
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