This paper describes a method for using instructional analytics to support changes in teaching practice. The study took place in a discourse-focused undergraduate mathematics classroom taught by an experienced instructor. Using the classroom observation tool EQUIP and social network surveys, we generated quantitative data on patterns of student participation in this classroom that were presented to the instructor at the end of the semester. Our analysis focuses on how the instructor made sense of these analytics and ultimately changed his teaching practices in a future semester. This paper provides insight into how three data sources can be triangulated—classroom participation, student experiences, and teacher perspective—to better understand discourse-based participation in undergraduate mathematics. We also discuss the implications of using this methodology for faculty professional development.

中文翻译：

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使用分析支持讲师对学生以话语为重点的本科数学课堂的思考

本文介绍了一种使用教学分析来支持教学实践变化的方法。这项研究是在一个以讲课为重点的大学数学课堂上进行的，该课堂由一位经验丰富的讲师讲授。使用课堂观察工具EQUIP和社交网络调查，我们生成了有关该教室学生参与模式的定量数据，这些数据将在学期末提交给教师。我们的分析重点是讲师如何理解这些分析并最终在未来一个学期改变他的教学方式。本文深入探讨了如何对三个数据源进行三角化（课堂参与，学生体验和教师视角），以更好地理解基于语篇的本科数学参与。