Vol. 30 No. 1 (2021)
Articles

The Relationship between Instructors’ Teaching Contexts, Academic and Professional Backgrounds, and Their Uses of Class Time in Mathematics Content Courses for Elementary Teachers: Results of a National Survey

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  • Laura Kyser Callis,
  • Allen G. Harbaugh
Laura Kyser Callis
Curry College
Bio
Allen G. Harbaugh
Boston University
Bio

Published 2021-08-17

Keywords

  • mathematics content courses,
  • Teacher education,
  • instructional practices

Copyright (c) 2021 Laura Kyser Callis, Allen G. Harbaugh

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Abstract

This article reports on a national survey of post-secondary mathematics instructors (n = 458) of mathematics courses designed for elementary teachers. The article links the use of various instructional practices to instructor characteristics. Specifically, there were statistically significant differences in reported use of class time depending on instructors’ subject and level of their degree, their experience teaching in preK–12 classrooms, and whether they perceived the institutions at which they taught as selective. Use of regression models with interactions demonstrate that the relationship between academic and professional background, teaching context, and use of class time was complex.

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