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International Journal of STEM Education

Table 3 Homogeneity of instructional practices by group

From: Individual and situational factors related to undergraduate mathematics instruction

Fig.

Item

Limited

Moderate

Extensive

Meana

Median (%)b

Mean

Median (%)

Mean

Median (%)

3

Ask questions

1.82

2 (87%)

1.84

2 (86%)

1.82

2 (82%)

Small group discussions

1.13

1 (50%)

0.7

1 (51%)

0.19

0 (79%)

Visual representations

0.82

1 (55%)

0.9

1 (63%)

0.59

1 (48%)

Diagrams

1.27

1 (61%)

1.28

1 (58%)

1.2

1 (66%)

Students ask each other

0.84

1 (47%)

0.35

0 (68%)

0.13

0 (89%)

Informal explanations

1.61

2 (68%)

1.63

2 (67%)

1.66

2 (68%)

4

Showing proofs

1.18

1 (53%)

1.62

2 (46% @ 1)c

1.88

2 (36% @ 1)

Small groups

1.55

1 (45%)

0.9

1 (45%)

0.24

0 (75%)

Student presentations

1.32

1 (53%)

0.66

1 (50%)

0.36

0 (66%)

Individual work

1.03

1 (58%)

0.77

1 (54%)

0.52

0 (61%)

Lecturing

0.87

1 (87%)

2.57

3 (57%)

4

4 (100%)

Whole class discussions

1.08

1 (42%)

0.81

1 (47%)

0.48

0 (55%)

Students explain

1.63

1 (53%)

1.2

1 (68%)

0.87

1 (63%)

5

Students present proofs

3

3 (34% @ 2)

1.94

2 (39% @ 1)

1.3

1 (77%)

Student definitions

1.66

1 (58%)

1.44

1 (66%)

1.16

1 (86%)

Student conjectures

2.45

2 (42%)

2.11

2 (34%)

1.59

1 (55%)

Students develop proofs

3.82

4 (34% @ 5)

3.15

3 (37%)

2.32

2 (34% @ 1)

Useful/interesting

2.37

2 (40%)

2.18

2 (42%)

1.5

1 (71%)

  1. aMean the mean of the values on the Likert scale; listed for reference
  2. bMedian the median of the values on the Likert scale, % the proportion of respondents in a given group reporting this value
  3. cThe “@” symbol indicates that the modal class is not equivalent to the median; 2 (46% @ 1) is properly interpreted as a median of 2 with a mode of 1 representing 46% of respondents
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