Teaching Approaches of Community College Mathematics Faculty: Do They Relate to Classroom Practices?

Autor/inn/en	Mesa, Vilma; Celis, Sergio; Lande, Elaine
Titel	Teaching Approaches of Community College Mathematics Faculty: Do They Relate to Classroom Practices?
Quelle	In: American Educational Research Journal, 51 (2014) 1, S.117-151 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831213505759
Schlagwörter	Community Colleges; Mathematics Teachers; Classroom Techniques; Educational Practices; Teaching Methods; Questioning Techniques; Teaching Styles; Educational Strategies; Interviews; Teacher Attitudes; Teacher Characteristics; Correlation; College Faculty; Observation + Suchen Sie Ihr Suchwort? Community college; Community College; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Klassenführung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Lehrstil; Unterrichtsstil; Lehrstrategie; Interviewing; Interviewtechnik; Lehrerverhalten; Korrelation; Fakultät; Beobachtung
Abstract	We report on a qualitative investigation of the ways in which 14 faculty members in the mathematics department at a community college described their approaches to teaching and contrasted those with analyses of their mathematics lessons. We characterized instructors' teaching approaches as traditional, meaning-making, or student-support and classified framing talk and mathematical questioning in the classroom. We found an association between instructors' descriptions of their approaches to teaching and their enactment in the classroom through framing talk but no association between these approaches and instructors' use of novel mathematical questions. Categorizations of teaching approaches that include classroom data to describe the interactions between students, content, and instruction can provide actionable information to influence teaching practice in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10