Perceptions of Reform-Based Teaching and Learning in a College Mathematics Class |
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| Authors: | Amy Roth-McDuffie J Randy McGinnis Anna O Graeber |
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| Institution: | (1) Department of Teaching and Learning, Washington State University Tri-Cities, 2710 University Drive, Richland, WA, 99352;(2) Department of Curriculum and Instruction, University of Maryland, College Park, MD, 20742;(3) Department of Curriculum and Instruction, University of Maryland, College Park, MD, 20742 |
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| 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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