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Title: College Instructors’ Perceptions of Barriers & Drivers that Impact the Implementation of Active Learning
College mathematics instruction that leverages evidence-based instructional practices, such as productive group work, can lead to many positive outcomes for students. In order to support instructors in adopting more evidence-based instructional practices, it is important to understand what barriers and drivers can impact their decision to implement such practices. In this study, we interviewed four introductory mathematics instructors teaching the same course in order to understand, in context, what aspects served as barriers and drivers. Transcripts were analyzed using thematic analysis. Initial results highlight how course coordination and weekly project meetings served as drivers, and the impact of the pandemic was seen as both a driver and a barrier to implementing evidence-based instructional practices.  more » « less
Award ID(s):
2116187
PAR ID:
10463967
Author(s) / Creator(s):
; ;
Editor(s):
Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; Drown, S.
Date Published:
Journal Name:
Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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