ERIC Number: EJ941277
Record Type: Journal
Publication Date: 2011-Nov
Abstractor: As Provided
Reference Count: 31
Case Study of a College Mathematics Instructor: Patterns of Classroom Discourse
Tsay, Jenq-Jong; Judd, April B.; Hauk, Shandy; Davis, Mark K.
Educational Studies in Mathematics, v78 n2 p205-229 Nov 2011
In the United States, undergraduates--regardless of their field of study--generally must complete a mathematics course to meet breadth-of-study requirements. This report is aimed at providing a research foundation for practical efforts to improve teaching and learning in such college mathematics service courses (e.g., college algebra, liberal arts mathematics, business calculus). The case participant, Professor Kale, was a PhD mathematician with 12 years of college teaching experience, 6 years as a graduate student and 6 years after the doctorate. He and students in both of his classes agreed to the daily video recording of their meetings for an entire semester. Through constant-comparative analysis of videos and extensive interviews with Professor Kale, as well as brief interviews with his students and other members of the department, we derived a description of discursive patterns in Kale's classes. We conclude with possible implications for future work in college mathematics service course research and teaching.
Descriptors: Required Courses, Classroom Communication, Video Technology, College Instruction, College Mathematics, Mathematics Instruction, Mathematics Teachers, Case Studies, Grounded Theory, Interviews, Discourse Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A