Dissertation/Thesis Abstract

Instructional strategies used by developmental mathematics instructors in Missouri public community colleges to promote active learning: An analysis of the cognitive complexity
by Spain, Vickie Lynn, Ph.D., University of Missouri - Columbia, 2015, 228; 10178998
Abstract (Summary)

This study sought to identify the instructional strategies used by developmental mathematics instructors in Missouri’s public 2-year colleges to engage students in the learning process, determine the cognitive complexity of the instructional strategies, and find out the support needed by these instructors to engage their students in the learning process. A sequential mixed method design was employed in which quantitative and qualitative data was collected. Initial participants in this study included developmental mathematics instructors from all 13 of Missouri’s 2-year public community colleges, making for a total of 494 instructors. Quantitative data statistical analysis was completed on the demographic data, as well as on the rating and implementation of recommended instructional strategies using the Qualtrics survey tool. Qualitative analysis was completed on the instructor descriptions of strategies for engaging students in the learning process. Additionally, three participants were chosen from the survey for case study analysis in which three observations, post-observation interviews, and artifact collections were used to obtain more extensive qualitative data.

Results indicate that developmental mathematics instructors describe the methods they use to engage students in the learning process comparably to those instructional strategies as recommended by the American Mathematical Association of Two-Year Colleges (AMATYC, 2006) to promote active learning, while also including additional strategies. How the instructors rated the instructional strategies as recommended by AMATYC (2006) are given in depth. An overview of the instructional strategies employed by three instructors who were observed, and the cognitive complexity of the tasks and questions used in these instructional strategies is given. Furthermore, recommendations are given for the support needed by developmental mathematics instructors to aid them in engaging their students in the learning process. Implications are offered for the (1) AMATYC (2006) Framework, (2) Professional development on discovery-based learning, (3) Professional development on cognitive complexity of tasks and questions, and (4) Support needed to implement instructional strategies.

Indexing (document details)
Advisor: Dougherty, Barbara J.
Commitee:
School: University of Missouri - Columbia
Department: Mathematics Education
School Location: United States -- Missouri
Source: DAI-A 78/03(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Mathematics education, Instructional Design, Education
Keywords: Active learning, Developmental mathematics, Questioning
Publication Number: 10178998
ISBN: 9781369291124
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