TY - JOUR

T1 - Developing the Student Postsecondary Instructional Practices Survey in Mathematics for Measuring Student Experiences in Introductory Mathematics Courses

AU - Creagar, Molly

AU - Wakefield, Nathan

AU - Smith, Wendy M.

AU - Apkarian, Naneh

AU - Voigt, Matthew

N1 - Funding Information:
This work was supported by the National Science Foundation [1624628]; National Science Foundation [1624610]; National Science Foundation [1624639]; National Science Foundation [1624643].
Publisher Copyright:
© 2022 Research Council on Mathematics Learning.

PY - 2022

Y1 - 2022

N2 - Active Learning is becoming a standard method of delivering instruction in mathematics courses across the country. Researchers, administrators, policy makers, and instructors all need access to valid means of measuring practices used in the classroom. Drawing on the Postsecondary Instructional Practices Survey, the Student Postsecondary Instructional Practices Survey in Mathematics (SPIPS-M) was developed to measure the undergraduate student perspective of active learning. Factor analysis from 10 institutions (N = 16,495 surveys) supports a 4-factor model with a plausible theoretical foundation connected to the four pillars of Inquiry-Based Mathematics Education, by measuring the degree to which students perceive 1) their own engagement with meaningful mathematics, 2) collaboration to process mathematical ideas, 3) participation and formation of community, and 4) contribution of their own ideas for immediate instructor feedback. The instrument provides a new mechanism for program evaluation and course formative feedback. Ultimately the SPIPS-M instrument will allow a better understanding of the nuances of student experiences in their mathematics courses.

AB - Active Learning is becoming a standard method of delivering instruction in mathematics courses across the country. Researchers, administrators, policy makers, and instructors all need access to valid means of measuring practices used in the classroom. Drawing on the Postsecondary Instructional Practices Survey, the Student Postsecondary Instructional Practices Survey in Mathematics (SPIPS-M) was developed to measure the undergraduate student perspective of active learning. Factor analysis from 10 institutions (N = 16,495 surveys) supports a 4-factor model with a plausible theoretical foundation connected to the four pillars of Inquiry-Based Mathematics Education, by measuring the degree to which students perceive 1) their own engagement with meaningful mathematics, 2) collaboration to process mathematical ideas, 3) participation and formation of community, and 4) contribution of their own ideas for immediate instructor feedback. The instrument provides a new mechanism for program evaluation and course formative feedback. Ultimately the SPIPS-M instrument will allow a better understanding of the nuances of student experiences in their mathematics courses.

KW - Active learning

KW - Instructional practices

KW - factor analysis

KW - undergraduate mathematics

KW - validation

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U2 - 10.1080/19477503.2022.2060023

DO - 10.1080/19477503.2022.2060023

M3 - Article

AN - SCOPUS:85129168045

SN - 1947-7503

VL - 14

SP - 151

EP - 165

JO - Investigations in Mathematics Learning

JF - Investigations in Mathematics Learning

IS - 2

ER -