Pedagogical Design Capacity and Improving Developmental Mathematics Teaching

• In Event: 18.034 - Student Success in Different Contexts: The Roles of Pedagogy, Data, and Instructors

Abstract

This study examines the ways in which participation in design activities can lead to an instructor’s increased pedagogical design capacity (PDC). We engaged thirteen community college instructors in iterative design through Plan-Do-Study-Act (PDSA) cycles to develop new developmental mathematics lessons. We make visible the varying ways in which instructors participated in PDSA activities, examine types of knowledge generated, and analyze the relationship between specific types of knowledge generated and increased PDC. We use Edelson (2002) as a lens to categorize learning into three types: domain, design framework, and design methodology. Results indicate that time spent in design plays a significant role in developing PDC. Implications for professional development efforts, especially models concerned with design and pedagogical design capacity, are discussed.

Authors

• Emily Pressman, University of California - Los Angeles

• Louis M. Gomez, University of California - Los Angeles

• Kimberley Gomez, University of California - Los Angeles

• Katherine Rodela, Washington State University