How to Be a Good Teacher Is an Undecidable Problem

Autor/in	Flapan, Erica
Titel	How to Be a Good Teacher Is an Undecidable Problem
Quelle	In: College Mathematics Journal, 42 (2011) 5, S.350-354 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0746-8342
DOI	10.4169/college.math.j.42.5.350
Schlagwörter	Teacher Effectiveness; Teaching Methods; Teacher Competencies; Mathematics Instruction; Mathematics Teachers; College Mathematics; College Faculty; Teaching Styles + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Fakultät; Lehrstil; Unterrichtsstil
Abstract	In this article, I describe my attempts to use various pedagogical techniques to teach college level mathematics and the particular problems that I ran into with each. Then I explain how I reached the conclusion that there is no best pedagogical approach. Rather each person's teaching methods should fit their personality, their mathematical preferences, and the needs and goals of their courses and their students. (As Provided).
Anmerkungen	Mathematical Association of America. 1529 Eighteenth Street NW, Washington, DC 20036. Tel: 800-741-9415; Tel: 202-387-5200; Fax: 202-387-1208; e-mail: maahq@maa.org; Web site: http://www.maa.org/pubs/cmj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10