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Instructional Decision Making in a Gateway Quantitative Reasoning Course

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Title: Instructional Decision Making in a Gateway Quantitative Reasoning Course
Language: English
Authors: Deependra Budhathoki, Gregory D. Foley, Stephen Shadik
Source: Numeracy. 2024 17(1).
Availability: National Numeracy Network. 906 West 2nd Avenue, Suite 100, Spokane, WA 99201. Tel: 507-222-5239; Web site: https://digitalcommons.usf.edu/numeracy/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2216197
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Mathematics, Mathematics Instruction, Teaching Methods, Mathematics Skills, Thinking Skills, Abstract Reasoning, Statistics Education, Introductory Courses, College Faculty, Mathematics Teachers, Teaching Experience, Student Centered Learning, Decision Making
ISSN: 1936-4660
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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1431876
Database: ERIC
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  Data: National Numeracy Network. 906 West 2nd Avenue, Suite 100, Spokane, WA 99201. Tel: 507-222-5239; Web site: https://digitalcommons.usf.edu/numeracy/
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  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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Thinking Skills
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      – SubjectFull: Abstract Reasoning
        Type: general
      – SubjectFull: Statistics Education
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Mathematics Teachers
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Student Centered Learning
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      – SubjectFull: Decision Making
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      – TitleFull: Instructional Decision Making in a Gateway Quantitative Reasoning Course
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