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This content will become publicly available on August 1, 2026

Title: Constructing Instructors’ Classroom Practices from Students’ Survey Responses
This preliminary report shares an outcome from a summer professional development (PD) activity with university instructors. Instructors participated in four PD meetings, then immediately taught a five-day summer workshop using inquiry, working primarily with first-generation minoritized students. While instructor participants’ exit interviews of the project identified their experience in the summer PD as pivotal to their development, we know little of how students experienced the instructors’ teaching during the workshop. Our analysis focuses on two items from student post-workshop survey wherein students shared their feedback of their instructor and their experiences more broadly. This analysis allowed us to get a good sense of the instructors’ individual practices and revealed convergence in their practices. Pedagogically, instructors utilized group work and deemphasized direct instructions, while prioritizing students’ engagement in discussions and struggling through conceptual ideas. Relationally, instructors were responsive to students’ mathematical needs and created a respectful, safe, and welcoming classroom environment.  more » « less
Award ID(s):
2021313
PAR ID:
10621434
Author(s) / Creator(s):
; ; ;
Editor(s):
Cook, S; Katz, B P; Melhuish, K
Publisher / Repository:
Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education, SIGMAA on RUME.
Date Published:
ISSN:
2474-9346
Page Range / eLocation ID:
1378-1383
Subject(s) / Keyword(s):
professional development equity inquiry
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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