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ERIC Number: ED525116
Record Type: Non-Journal
Publication Date: 2009
Pages: 138
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-6924-1
A Survey of College Mathematics Professors' Reported Instructional Strategies in Courses in Which Prospective Teachers Enroll
Finn, Kelly Frances
ProQuest LLC, Ph.D. Dissertation, The University of Iowa
The focus of this survey research is on the self-reported instructional strategies of college mathematics professors. Using a modified "Approaches to Teaching Inventory" (ATI-R), the survey employed demographic, Likert scale, rank order, and open-ended items to characterize the instructional strategies of a national sample of college mathematics professors. Using factor analysis, three factors (scales) were found to describe college math professors' approach to teaching: conceptual change with a focus on teachers or students, and information transmission focused on teachers. Participants were categorized as high or low on each of the three scales. Findings suggest that well defined lectures, practice problems and tests are common instructional features. More research, including observational studies of teaching will shed light on math professors' rationale for their teaching practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A