Doctor of Philosophy (PhD)
Teaching and Learning
First Committee Member
Second Committee Member
Third Committee Member
Fourth Committee Member
Number of Pages
This mixed methods study explored the relationship between collegiate math instructors’ reported teaching practices, teaching beliefs, and actual teaching practices. Instructors reported their own teaching practices by survey. Qualitative participants were purposively sampled from the quantitative survey results. These qualitative participants presented their teaching beliefs through an initial interview. Afterward, actual teaching practices were confirmed through classroom observations. Lastly, instructors completed reflective interviews to address findings in the previously collected data.Through the survey instrument, this study established common teaching practices of collegiate math instructors. The study identified that on average the post-secondary math instructors in this sample employed between 26 to 27 research-based teaching practices in their classrooms. Several of these research-based practices relate to feedback and testing for students and student assignments. Next, through the application of multiple measures of data collection, this study constructed a rich description of the teaching beliefs and teaching practices for seven qualitative participants. This study established that instructors were mostly consistent between their self-reported practices, teaching beliefs, and observed teaching practices. Furthermore, when an inconsistency did occur the discrepancy was most often contributed to external factors rather than a direct contradiction between the instructor’s espoused beliefs and preferred theories-in-use. The study identified two main factors that should be considered when promoting faculty adoption of student-centered teaching practices. First, contentment with current teaching practices impacted instructor willingness to attempt new methods. Second, an instructor’s held anxiety that implementing new teaching practices may lead to ineffective instruction or poor results.
Collegiate Math; Enacted Practices; Espoused Beliefs; Espoused Theory; STEM Education; Theories-in-use
Education | Science and Mathematics Education
University of Nevada, Las Vegas
Cox, Katlyn K., "Teaching Beliefs and Teaching Practices: A Sequential Mixed Methods Study of Post-Secondary Mathematics Faculty" (2022). UNLV Theses, Dissertations, Professional Papers, and Capstones. 4389.
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