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Karaali, Gizem – PRIMUS, 2018
In recent years, I have cultivated an almost pathological resistance to grading. Here I explore the reasons why and describe how I eventually recovered. In particular, I propose that although grading, or more explicitly, effective assessment of student learning, is a challenging component of a mathematics instructor's job description, reflective…
Descriptors: Mathematics Teachers, Professional Identity, Grades (Scholastic), Grading
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Graves, Gregory H.; Sulewski, Charles A.; Dye, Heather A.; Deveans, Thomas M.; Agras, Norma M.; Pearson, J. Michael – PRIMUS, 2009
External performance assessments for teachers of mathematics have traditionally been accomplished through reviews of student comments as well as through formal evaluations by superiors. Additionally, evaluating lecture-based teaching (as opposed to more active learning environments) focuses primarily on classroom performance, curriculum planning,…
Descriptors: Feedback (Response), Active Learning, Mathematics Teachers, Mathematics Instruction
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Jones, Matthew G. – PRIMUS, 2008
Teaching is often an isolated activity, with experience and intuition the only sources to spur improvement. One way to move teaching from trial-and-error to a systematic effort to apply research-based strategies is by reading pedagogical literature. Pedagogical literature comes in two varieties: general and discipline-specific. As college faculty…
Descriptors: Teacher Effectiveness, Faculty Development, Teacher Improvement, College Faculty
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Gieger, Judith Lynn – PRIMUS, 2007
One of the most publicly celebrated figures in mathematics teaching during the last century was Jaime Escalante (dramatized in the film "Stand and Deliver"). The Escalante story aptly fulfills three prevailing myths about effective teachers: the Teacher is self-made, the Teacher is the expert, and everything depends on the Teacher. These…
Descriptors: Teacher Effectiveness, Federal Legislation, Mythology, Mathematics Teachers