Factors that influence college mathematics professors in the process of implementing reform-based instruction

Fundamental changes in teaching and learning have been proposed for mathematics education in the United States. Achieving the goals of reform at the college level would not only enhance the learning of college students in general, but pre-service teachers would experience the type of teaching and learning environments that we hope they will create in their own classrooms. This dissertation synthesizes the current knowledge base about changing instructional practice by presenting a framework of the factors that influence teachers as they attempt to change instructional practice. The potentially influential factors include: instructional materials; in-service programs; summer workshops; interaction with and reaction from peers, administrators, students, and/or educational researchers; and institutional policies. The dissertation reports an investigation of the practices of two university mathematics professors in the process of changing teaching mathematics at a pre-calculus level. The purpose of the research was to gain understanding about: (1) how the two mathematics professors enact the goals for reform; and (2) what factors influence the mathematics professors as they attempt to implement changes in their instructional practice.;The two professors were studied through a qualitative case study methodology. Data sources of the semester-long study included interviews, classroom observations, and a student questionnaire. Using software for qualitative data analysis, the data were analyzed through methods of constant comparison and analytic induction to construct patterns of similarities and differences in the participants' perceptions. The primary factors that influenced the professors in this study included: students; key colleagues interested in change; broader collegial networks; time; and institutional policies. Of these factors, the students seemed to be the most powerful influence on the professors' in implementing reform-based strategies. This in-depth investigation expands on the understanding developed in the framework mentioned above, provides an opportunity for educators to reflect on their experiences, and informs future research and practice as we continue to advance our efforts in reform.