Event Title
Comparison of Faculty and Student Perceptions of Good Practices in Traditional and Co-requisite Developmental Mathematics Courses
Document Type
Presentation
Abstract
Perceptions of faculty members’ and students’ use of classroom practices was compared. Participants were three adjunct developmental mathematics instructors and their students from a large community college system in Texas. Confidence intervals were used as a mechanism to compare responses on the Seven Principles Faculty Inventory or Student Inventory. Patterns observed in the confidence intervals indicated (a) consistent behaviors among students across classes and (b) incongruence among students and their teachers on most items.
Keywords
Mathematics Courses, Faculty, Students
Persistent Identifier
http://hdl.handle.net/10950/2972
Comparison of Faculty and Student Perceptions of Good Practices in Traditional and Co-requisite Developmental Mathematics Courses
Perceptions of faculty members’ and students’ use of classroom practices was compared. Participants were three adjunct developmental mathematics instructors and their students from a large community college system in Texas. Confidence intervals were used as a mechanism to compare responses on the Seven Principles Faculty Inventory or Student Inventory. Patterns observed in the confidence intervals indicated (a) consistent behaviors among students across classes and (b) incongruence among students and their teachers on most items.