Comparing How College Mathematics Instructors and High-School Teachers Recognize Professional Obligations of Mathematics Teaching When Making Instructional Decisions
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| Title: | Comparing How College Mathematics Instructors and High-School Teachers Recognize Professional Obligations of Mathematics Teaching When Making Instructional Decisions |
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| Language: | English |
| Authors: | Inah Ko (ORCID |
| Source: | Journal of Mathematics Teacher Education. 2024 27(6):1055-1082. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Mathematics Teachers, Decision Making, High School Teachers, College Faculty, Teacher Attitudes, Teaching Methods, Mathematics Instruction, Institutional Characteristics, Interpersonal Relationship, Comparative Analysis, Professional Autonomy, Teacher Surveys |
| DOI: | 10.1007/s10857-023-09595-2 |
| ISSN: | 1386-4416 1573-1820 |
| Abstract: | This paper investigates how mathematics instructors' recognition of the professional obligations of mathematics teaching varies based on their institutional environment, specifically whether they teach high school or college mathematics. Using an instrument that measures instructors' recognition of four hypothesized professional obligations, we surveyed 471 US high school mathematics teachers and 239 university mathematics instructors to measure the extent to which they recognized professional obligations when evaluating the appropriateness of certain instructional actions. After testing measurement invariance of four item sets, each of which measures one of the four hypothesized professional obligations--disciplinary, institutional, interpersonal, and individual obligations-, we compared the instructors' recognition of each of the four obligations between the two groups. We found that university instructors recognized the institutional obligation more than high school teachers, while recognizing the individual and interpersonal obligations significantly less. This investigation provides insight into the variation in the nature of mathematics teaching practice across different levels of schooling. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451999 |
| Database: | ERIC |
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| Abstract: | This paper investigates how mathematics instructors' recognition of the professional obligations of mathematics teaching varies based on their institutional environment, specifically whether they teach high school or college mathematics. Using an instrument that measures instructors' recognition of four hypothesized professional obligations, we surveyed 471 US high school mathematics teachers and 239 university mathematics instructors to measure the extent to which they recognized professional obligations when evaluating the appropriateness of certain instructional actions. After testing measurement invariance of four item sets, each of which measures one of the four hypothesized professional obligations--disciplinary, institutional, interpersonal, and individual obligations-, we compared the instructors' recognition of each of the four obligations between the two groups. We found that university instructors recognized the institutional obligation more than high school teachers, while recognizing the individual and interpersonal obligations significantly less. This investigation provides insight into the variation in the nature of mathematics teaching practice across different levels of schooling. |
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| ISSN: | 1386-4416 1573-1820 |
| DOI: | 10.1007/s10857-023-09595-2 |
