Comparing How College Mathematics Instructors and High-School Teachers Recognize Professional Obligations of Mathematics Teaching when Making Instructional Decisions
This paper investigates how mathematics instructors' recognition of the professional obligations of mathematics teaching varies based on their institutional environment, specifically whether they teach high school or college mathematics. Using an instrument that measures instructors’ recognition of four hypothesized professional obligations, we surveyed 471 US high school mathematics teachers and 239 university mathematics instructors to measure the extent to which they recognized professional obligations when evaluating the appropriateness of certain instructional actions.
This paper investigates how mathematics instructors' recognition of the professional obligations of mathematics teaching varies based on their institutional environment, specifically whether they teach high school or college mathematics.