Peer reviewed
Direct linkERIC Number: EJ1307145
Record Type: Journal
Publication Date: 2021
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0194-3081
EISSN: N/A
Contextualize to Learn: How 2-Year College Faculty Navigate Professional Development and Curricular Reform around Mathematics Teaching and Learning
Sansing-Helton, Bethany; Schreve, Amber; Prevost, Amy; Wang, Xueli
New Directions for Community Colleges, n195 p175-184 Fall 2021
This article illuminates how faculty translate professional development around contextualized math instruction into teaching practice, and offers practical recommendations for those embarking upon similar curricular reform efforts at community colleges.
Descriptors: Community Colleges, College Faculty, Faculty Development, Curriculum Development, Mathematics Instruction, College Mathematics, Educational Practices
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Authoring Institution: N/A
Grant or Contract Numbers: 1700625
