NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1073324
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1356-2517
Teacher Change: Ideas Emerging from a Project for the Teaching of University Mathematics
Trigueros, Maria; Lozano, Maria-Dolores
Teaching in Higher Education, v20 n7 p699-710 2015
This paper reports the changes that occurred in the didactic approaches of three professors who participated in a project intended to develop new ways of teaching mathematics to second year university students. An enactivist perspective is used to address the process of change that emerged as a result from interactions during project meetings. We describe changes in the participants' actions by looking at data obtained from the meetings and the classrooms. Teachers were able to "see more" and modify their teaching practices incorporating a more open and flexible approach in accordance to their structural state which depended on their previous history. Therefore, the results varied. It was possible to observe, however, similar changes in all members of the group which included the use of vocabulary from learning theories and the inclusion of in-depth reflections on teaching and learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico
Grant or Contract Numbers: N/A