Journal article
Perceptions of Reform-Based Teaching and Learning in a College Mathematics Class
Journal of mathematics teacher education, Vol.3(3), pp.225-250
10/2000
Handle:
https://hdl.handle.net/2376/119191
Abstract
This study investigated, from the students',professor's, and researchers' perspectives, the effects of a reform-based introductory undergraduate mathematics course, and the efforts of a mathematics professor to teach such a course. The class had been designed for teacher candidates of middle school mathematics and science (Grades 4 to 8) but was open to all qualified students. We addressed the following research question: What perceptions about learning and teaching mathematics emerged through the participants' experiences in a reform-based mathematics course? Results of the analysis of the data suggested that the teacher candidates and the professor took an important first step toward enculturation into a reform-based vision of mathematics learning and teaching. Implications for mathematics faculty and teacher education faculty interested in promoting reform-based mathematics are presented.
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Details
- Title
- Perceptions of Reform-Based Teaching and Learning in a College Mathematics Class
- Creators
- Amy Roth-McDuffie - Department of Teaching and Learning Washington State University Tri-Cities 2710 University Drive Richland WA 99352J McGinnis - Department of Curriculum and Instruction University of Maryland College Park MD 20742Anna Graeber - Department of Curriculum and Instruction University of Maryland College Park MD 20742
- Publication Details
- Journal of mathematics teacher education, Vol.3(3), pp.225-250
- Publisher
- Kluwer Academic Publishers
- Identifiers
- 99900594658101842
- Language
- English
- Resource Type
- Journal article