College Mathematics Instructors’ Use of Recommended Pedagogical Practices

Abstract

This study examined the extent to which college algebra instructors employ pedagogical practices previously found to assist students master difficult STEM content material and address their own previous math deficits. Faculty classroom behaviors were assessed with a modified version of the Generalized Observation and Reflection Platform (GORP). While it was not surprising that math faculty frequently lectured and wrote on the board, results also revealed that recommended practices were infrequently employed by instructors teaching college algebra. More specifically, faculty teaching introductory college algebra rarely addressed students’ misconceptions, made references to their students’ prior knowledge, or employed metacognitive teaching strategies. Moreover, while being observed, faculty never applied a mathematical concept to real life. Moreover, mathematics instructors rarely praised their students. The implications of these findings for professional development and hiring requirements are discussed and emphasized for college math department chairs and administrators generally. Results also highlighted the usefulness of the GORP assessment tool for assessing faculty classroom behaviors.

Keywords:

• College algebra
• college math instruction
• higher education
• mathematics pedagogy
• metacognition

Acknowledgments

Sabrina Avila and Christian Williams participated in the data collection phase of this research.

Availability of data and materials

The datasets generated and/or analyzed during the current study are not publicly available due to the need to protect the anonymity of faculty members observed but are available from the corresponding author on reasonable request.

Competing interests

The authors declare that they have no competing interests.

Additional information

Funding

This research was supported by United States Department of Education grant PO31C160208.