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Direct linkJosé Martínez Hinestroza; Maceigh D. Strange; Ciara D. Townsell – Mathematics Teacher Educator, 2024
In this participatory research, two pre-service teachers (PSTs) and a mathematics teacher educator (MTE) collaboratively analyzed multiple voices that influence syllabi from elementary mathematics teaching methods courses. Findings suggest syllabi fall along a continuum from harmonious to dissonant orchestration of the voices of past and present…
Descriptors: Mathematics Teachers, Preservice Teachers, Course Content, Course Descriptions
Benjamin C. Herman; Sarah Poor; Michael P. Clough; Asha Rao; Aaron Kidd; Daniel De Jesús; Davis Varghese – Journal of Research in Science Teaching, 2024
Informed scientific thinking is a vital component of engaging all socioscientific issues (SSI) such as climate change and the COVID-19 pandemic. However, socioscientific engagement may be influenced by sociocultural factors and mis/disinformation efforts to the widespread detriment of human and environmental well-being. The purpose of this…
Descriptors: Controversial Issues (Course Content), Undergraduate Students, Beliefs, Misinformation
Pavitee Peumsang – ProQuest LLC, 2021
This dissertation study was guided by two research questions: (1) What shapes community college mathematics faculty members' set of racialized ideologies, beliefs, and attitudes that inform their behaviors and teaching practices in the virtual classroom?; and (2) How do the racial and virtual classroom dynamics shape the ways mathematics faculty…
Descriptors: Community Colleges, College Faculty, Mathematics Teachers, Teacher Background
