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Context Matters: Understanding the Relationship between Instructor's Beliefs and the Amount of Time Spent Lecturing
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Chowdhury, Ahsan Habib; Mullins, Sara Brooke; Johnson, Estrella – International Journal of Research in Undergraduate Mathematics Education, 2022
Prior studies have identified the impact beliefs have on mathematics instructors' instructional practice, such as their choice to (or not to) lecture. However, the role of instructional context role in influencing beliefs and instruction has not been thoroughly researched. This paper explores how course context and beliefs could impact mathematics…
Descriptors: College Faculty, College Mathematics, Mathematics Instruction, Beliefs
Individual and Situational Factors Related to Undergraduate Mathematics Instruction
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Johnson, Estrella; Keller, Rachel; Peterson, Valerie; Fukawa-Connelly, Timothy – International Journal of STEM Education, 2019
Background: In the US, there is significant interest from policy boards and funding agencies to change students' experiences in undergraduate mathematics classes. Even with these reform initiatives, researchers continue to document that lecture remains the dominant mode of instruction in US undergraduate mathematics courses. However, we have…
Descriptors: Undergraduate Study, College Mathematics, Mathematics Instruction, College Faculty
Evaluation of the Didactic Transposition Process in Teaching Integral: Face-to-Face versus Online Education
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Sevimli, Eyüp – International Journal for Technology in Mathematics Education, 2022
This study aims to evaluate the university lecturers' teaching content preferences in different teaching environments at the undergraduate level of mathematics. The content that lecturers use in teaching the concept of integral is evaluated through a comparison of face-to-face and virtual classroom settings. With comparative case study being used…
Descriptors: College Faculty, Teacher Attitudes, Preferences, Mathematics Instruction
Exploring Mathematics Identity: An Intervention of Early Childhood Preservice Teachers
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Heffernan, Kayla A.; Newton, Kristie J. – Journal of Early Childhood Teacher Education, 2019
Early childhood and elementary preservice teachers often fear mathematics, find it irrelevant, have mathematics anxiety, hold negative self-perceptions, and have low mathematics achievement. This study investigates the influence of an identity exploration intervention on preservice teachers' mathematics identities during a college Algebra course…
Descriptors: Preservice Teachers, Preschool Teachers, Elementary School Teachers, Mathematics Instruction
The Mathematics Attitudes and Perceptions Survey: An Instrument to Assess Expert-Like Views and Dispositions among Undergraduate Mathematics Students
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Code, Warren; Merchant, Sandra; Maciejewski, Wes; Thomas, Matthew; Lo, Joseph – International Journal of Mathematical Education in Science and Technology, 2016
One goal of an undergraduate education in mathematics is to help students develop a productive disposition towards mathematics. A way of conceiving of this is as helping mathematical novices transition to more expert-like perceptions of mathematics. This conceptualization creates a need for a way to characterize students' perceptions of…
Descriptors: Mathematics, Mathematics Instruction, Attitudes, Undergraduate Students
Proceedings of the International Conference for the Psychology of Mathematics Education (PME) (18th, Lisbon, Portugal, July 29-August 3, 1994). Volumes I-IV.
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da Ponte, Joao Pedro, Ed.; Matos, Joao Filipe, Ed. – 1994
The Proceedings of PME-XVIII have been published in four separate volumes because of the large number of individual conference papers reported. Volume I contains brief reports for 11 Working Groups and 8 Discussion Groups, 55 "Short Oral Communications," 28 Posters, 5 Plenary Panel reports, and 4 Plenary Session reports. Volume II…
Descriptors: Affective Behavior, Algebra, Beliefs, Calculators