Awareness, Beliefs, and Classroom Practices of Mathematics Faculty at the Collegiate Level.

Autor/inn/en	LaBerge, Victoria Boller; und weitere
Titel	Awareness, Beliefs, and Classroom Practices of Mathematics Faculty at the Collegiate Level.
Quelle	(1997), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; College Instruction; Educational Attitudes; Educational Change; Higher Education; Mathematics; Mathematics Instruction; Mathematics Teachers; Standards; Teacher Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Fakultät; Hochschullehre; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Standard; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined mathematics instruction at the collegiate level, focusing on the beliefs of college mathematics faculty in regard to mathematics learning and teaching. Twenty-six mathematics faculty at seven Midwestern colleges and universities were interviewed about their views on mathematics, the nature of mathematical truths, and the acquisition of mathematical knowledge. Faculty were also asked to comment on reforms and standards proposed by the National Council of Teachers of Mathematics (NCTM), and to provide information about their current teaching methods. It was found that most of the faculty had low levels of awareness of NCTM reform efforts or proposed standards. However, the majority expressed at least some agreement with most of the proposed reforms and standards presented during the interview. The most common in-class activity reported by the faculty was students taking notes while the instructor lectured, while less common in-class activities included students using calculators, discussing solutions to mathematics problems, and learning through real-life applications. Most faculty indicated that they would like to use more in- and out-of-class activities that required students to think about and communicate mathematical ideas. A copy of the interview protocol is included. (Contains 14 references.) (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC