ERIC Number: EJ1018908
Record Type: Journal
Publication Date: 2014-Feb
Abstractor: As Provided
Reference Count: 64
Teaching Approaches of Community College Mathematics Faculty: Do They Relate to Classroom Practices?
Mesa, Vilma; Celis, Sergio; Lande, Elaine
American Educational Research Journal, v51 n1 p117-151 Feb 2014
We report on a qualitative investigation of the ways in which 14 faculty members in the mathematics department at a community college described their approaches to teaching and contrasted those with analyses of their mathematics lessons. We characterized instructors' teaching approaches as traditional, meaning-making, or student-support and classified framing talk and mathematical questioning in the classroom. We found an association between instructors' descriptions of their approaches to teaching and their enactment in the classroom through framing talk but no association between these approaches and instructors' use of novel mathematical questions. Categorizations of teaching approaches that include classroom data to describe the interactions between students, content, and instruction can provide actionable information to influence teaching practice in higher education.
Descriptors: Community Colleges, Mathematics Teachers, Classroom Techniques, Educational Practices, Teaching Methods, Questioning Techniques, Teaching Styles, Educational Strategies, Interviews, Teacher Attitudes, Teacher Characteristics, Correlation, College Faculty, Observation
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Publication Type: Reports - Research; Journal Articles
Education Level: Two Year Colleges; Postsecondary Education
Authoring Institution: N/A