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Full-Text Articles in Education
Two Case Studies Examining How International Graduate Teaching Assistants Built Mathematical Literacy Knowledge Within The Affordances And Constraints Of A Calculus Instructional System, Patricia A. Rand
Legacy Theses & Dissertations (2009 - 2024)
As universities contend with high rates of student attrition from intended STEM majors, due to many students’ difficulty in passing entry-level mathematics courses, they must examine the systems they have in place and determine how best to support these students. Historically, graduate teaching assistants (GTAs) are assigned to introductory calculus classes, which serve as undergraduate-level gatekeeping courses. On one hand, this allows for additional instructors to assist mathematics faculty; however, many universities do not provide adequate training in pedagogy for their GTAs. Untrained GTAs may not have the requisite pedagogical content knowledge to teach and support struggling students. GTAs should …
Mathematics Teachers’ Working With Cooperative Learning, Jaime Gomez
Mathematics Teachers’ Working With Cooperative Learning, Jaime Gomez
Theses and Dissertations
Teaching styles vary greatly amongst educators. One being extensively researched and highly discussed is the method of cooperative learning. Although many studies have shown the benefits of incorporating cooperative learning into classrooms, it has not been a widely used method of teaching in high school mathematics classrooms. This study explores some of the efforts that teachers, who utilize cooperative learning in their classrooms, make to implement cooperative learning lessons successfully. Furthermore, this study also explores the challenges these teachers have encountered when using cooperative learning. Data was collected qualitatively by interviews and surveys from six in-service high …
Why Do I Teach Math This Way: A Qualitative Examination Of How Teacher Experiences Impact The Implementation Of Instructional Practices, Carrie A. Heaney
Why Do I Teach Math This Way: A Qualitative Examination Of How Teacher Experiences Impact The Implementation Of Instructional Practices, Carrie A. Heaney
Master's Theses and Doctoral Dissertations
Since the 1960s, there has been an effort among the mathematical education community to shift instructional practices from a focus on arithmetic, memorizing rules, and completing practice worksheets to instructional practices that allow students to see mathematics as content that requires thinking and pattern explorations. Many mathematics teachers have not fully embraced these shifts in instructional practice. This study aimed to examine secondary mathematics teachers’ experiences and how those experiences connect to teachers’ implementation of student-centered instructional practices in the lessons they design. This qualitative study utilized a grounded theory approach to examine how a teacher’s experiences as a student …