NotesFAQContact Us
Search Tips
ERIC Number: ED437006
Record Type: Non-Journal
Publication Date: 1999-Nov
Pages: 31
Abstractor: N/A
Reference Count: N/A
Factors Influencing Faculty Motivation To Improve Teaching: Scenes from University Mathematics Departments. ASHE Annual Meeting Paper.
Matney, Malinda M.; Hurtado, Sylvia; Ziskin, Mary B.
This study is grounded in a reform calculus movement funded by grants from the National Science Foundation to find ways to improve student learning in mathematics, specifically in calculus. The study examines reasons why faculty accept or reject reform calculus teaching techniques, and what they consider to be the challenges and outcomes of these techniques. Interviews were conducted with four mathematics faculty at each of three Midwestern, Research 1 public institutions--a national research institution, a land grant university, and an urban university--who were involved in teaching or in the assessment of reform calculus, as well as with administrators, institutional researchers, and faculty development specialists. Interview questions covered such topics as whether students were ready for college calculus, students' classroom behaviors, new teaching strategies, what destinations lay ahead for calculus-trained students, how well students spoke the language of mathematics, changing faculty roles and practices, how involvement in reform had affected careers, and barriers to adopting new teaching techniques. The study found that faculty who were open to reform embraced the challenges and the payback realized by getting closer to students, noting, however, that these techniques required a greater investment in time. (Contains 23 references.) (CH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A