ERIC Number: ED394432
Record Type: Non-Journal
Publication Date: 1996-Apr
Reference Count: N/A
Modeling Reform-Style Teaching in a College Mathematics Class from the Perspectives of Professor and Students.
Roth-McDuffie, Amy; And Others
This is a one-semester case study of the perceptions of five preservice teachers and their mathematics professor as participants in a reform-style mathematics classroom under the Maryland Collaborative for Teacher Preparation (MCTP) program. Researchers interviewed the professor and the teacher candidates throughout the semester, gathering data to address this question: "Do the instructor and the pre-service teachers perceive the instruction in their mathematics course as exemplifying the kind of teaching and learning they would like to promote as upper elementary/middle level mathematics and science teachers, and if so, how?" Data were collected and analyzed through analytic induction, constant comparison, and discourse analysis for patterns of similarities and differences between the professor and the preservice teachers' perceptions. The data indicate that the professor and the students perceived vast differences between traditional instruction and the teaching and learning they experienced in this class. All expressed a clear image of what they thought teaching in grades four through eight should be. This image was quite consistent with the teaching and learning that the students experienced in the class. Explanations are offered for why issues of pedagogy were not discussed in the class. (Contains 44 references.) (Author/NAV)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Practitioners; Students
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Identifiers - Location: Maryland