The Relationship between Instructors’ Teaching Contexts, Academic and Professional Backgrounds, and Their Uses of Class Time in Mathematics Content Courses for Elementary Teachers
Year: 2021
Type: article
Study design: Observational Study
Abstract: This article reports on a national survey of post-secondary mathematics instructors (n = 458) of mathematics courses designed for elementary teachers. The article links the use of various instructional practices to instructor characteristics. Specifically, there were statistically significant differences in reported use of class time depending on instructors’ subject and level of their degree, their experience teaching in preK–12 classrooms, and whether they perceived the institutions at which they taught as selective. Use of regression models with interactions demonstrate that the relationship between academic and professional background, teaching context, and use of class time was complex.
Source: THE MATHEMATICS EDUCATOR
Authors: Laura Kyser Callis, Allen G. Harbaugh
Institutions: Curry College, Boston University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4408223190