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ERIC Number: ED168629
Record Type: RIE
Publication Date: 1979
Pages: 57
Abstractor: N/A
Reference Count: 0
An Inquiry into the Graduate Training Needs of Two-Year College Teachers of Mathematics.
McKelvey, Robert; And Others
About 10% of the approximately 6,000 two-year college mathematics teachers were surveyed to assess their views on graduate training needs in their field. A profile of these teachers revealed that two-thirds were less than 45 years of age, all but 6% held masters degrees, 22% were women, and over 60% had high school teaching experience; typically they spent 16 hours per week in the classroom and an additional 15 hours per week on other professional activities. They expressed considerable interest in applied mathematics and felt their teaching background was least adequate in that area. They felt their outstanding problem to be teaching unmotivated students. In terms of desirable professional qualities, the teachers believed it to be essential to think of oneself primarily as a teacher, to be able to move into new areas of teaching as the curriculum evolves, and to be willing to take on remedial courses. This can be contrasted with their perceptions of which activities were being rewarded by their colleges; these included administration, taking courses, and obtaining advanced degrees. Recommendations for the content of graduate programs included teaching internships, problem solving, and courses on methods for remedial mathematics. Continuing education interests included attending short courses and studying math applications to science and engineering. The survey instrument is included. (MB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Rocky Mountain Mathematics Consortium, Missoula, MT.
Note: Not available in hard copy due to light type