A Survey of College Mathematics Professors' Reported Instructional Strategies in Courses in Which Prospective Teachers Enroll

Autor/in	Finn, Kelly Frances
Titel	A Survey of College Mathematics Professors' Reported Instructional Strategies in Courses in Which Prospective Teachers Enroll
Quelle	(2009), (138 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Iowa
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-6924-1
Schlagwörter	Hochschulschrift; Dissertation; Educational Strategies; College Mathematics; Likert Scales; Factor Analysis; Teaching Methods; Mathematics Teachers; College Faculty; Preservice Teacher Education; Teacher Surveys; National Surveys; Mathematics Instruction; Education Courses; Course Content + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrstrategie; Likert-Skala; Faktorenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Fakultät; Lehramtsstudiengang; Lehrerausbildung; Mathematics lessons; Mathematikunterricht; Fortbildungskurs; Kursprogramm
Abstract	The focus of this survey research is on the self-reported instructional strategies of college mathematics professors. Using a modified "Approaches to Teaching Inventory" (ATI-R), the survey employed demographic, Likert scale, rank order, and open-ended items to characterize the instructional strategies of a national sample of college mathematics professors. Using factor analysis, three factors (scales) were found to describe college math professors' approach to teaching: conceptual change with a focus on teachers or students, and information transmission focused on teachers. Participants were categorized as high or low on each of the three scales. Findings suggest that well defined lectures, practice problems and tests are common instructional features. More research, including observational studies of teaching will shed light on math professors' rationale for their teaching practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10