Developing the Student Postsecondary Instructional Practices Survey in Mathematics for Measuring Student Experiences in Introductory Mathematics Courses

Autor/inn/en	Creagar, Molly; Wakefield, Nathan; Smith, Wendy M.; Apkarian, Naneh; Voigt, Matthew
Titel	Developing the Student Postsecondary Instructional Practices Survey in Mathematics for Measuring Student Experiences in Introductory Mathematics Courses
Quelle	In: Investigations in Mathematics Learning, 14 (2022) 2, S.151-165 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Creagar, Molly) ORCID (Wakefield, Nathan) ORCID (Smith, Wendy M.) ORCID (Apkarian, Naneh) ORCID (Voigt, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2022.2060023
Schlagwörter	Student Experience; Undergraduate Students; Introductory Courses; Teaching Methods; Student Attitudes; Active Learning; Mathematics Instruction; Factor Analysis; Inquiry; Learner Engagement; Communities of Practice; Feedback (Response); Student Participation; Program Evaluation; Measurement Techniques; Decision Making; Cooperative Learning + Suchen Sie Ihr Suchwort? Studienerfahrung; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Aktives Lernen; Mathematics lessons; Mathematikunterricht; Faktorenanalyse; Community; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Programme evaluation; Programmevaluation; Messtechnik; Decision-making; Entscheidungsfindung; Kooperatives Lernen
Abstract	Active Learning is becoming a standard method of delivering instruction in mathematics courses across the country. Researchers, administrators, policy makers, and instructors all need access to valid means of measuring practices used in the classroom. Drawing on the Postsecondary Instructional Practices Survey, the Student Postsecondary Instructional Practices Survey in Mathematics (SPIPS-M) was developed to measure the undergraduate student perspective of active learning. Factor analysis from 10 institutions (N = 16,495 surveys) supports a 4-factor model with a plausible theoretical foundation connected to the four pillars of Inquiry-Based Mathematics Education, by measuring the degree to which students perceive (1) their own engagement with meaningful mathematics; (2) collaboration to process mathematical idea; (3) participation and formation of community; and (4) contribution of their own ideas for immediate instructor feedback. The instrument provides a new mechanism for program evaluation and course formative feedback. Ultimately the SPIPS-M instrument will allow a better understanding of the nuances of student experiences in their mathematics courses. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01