A Whole New Learning Space: Exploring Classroom Variability for Teaching Mathematics via Active Learning

Autor/in	Bennett, Amy Been
Titel	A Whole New Learning Space: Exploring Classroom Variability for Teaching Mathematics via Active Learning
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 1, S.108-130 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bennett, Amy Been)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1961033
Schlagwörter	Active Learning; Teaching Methods; Student Centered Learning; Teacher Attitudes; Higher Education; Mathematics Instruction; Evidence Based Practice; Comparative Analysis; Decision Making; Undergraduate Students; Cooperative Learning; College Faculty; State Universities + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematics lessons; Mathematikunterricht; Decision-making; Entscheidungsfindung; Kooperatives Lernen; Fakultät; Staatliche Universität
Abstract	Tertiary mathematics educators have been shifting towards an active learning approach to teaching. Many external factors support or hinder their transition towards evidence-based instructional practices, including, of recent international interest, the physical learning spaces. In this study in the U.S., I observed and interviewed instructors of introductory-level courses who taught in different types of classrooms during the same semester; in this paper, I focus on two of the instructors. A practicality theory lens, paired with qualitative coding methods that highlighted comparisons and tensions, revealed the challenges that instructors faced as they navigated the variability in learning spaces. Through analysis of classroom norms and pedagogical decisions and justifications, I found that particular resources, layouts, and features of classrooms influenced the feasibility of implementing active learning practices and the instructors' perceptions of an active learning approach in these spaces. This study presents implications for institutions wanting to support instructors as they transition to student-centered teaching approaches, especially instructors who must adapt between different types of learning spaces. (As Provided).
Anmerkungen	Taylor & Francis. 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