@article {MATHEDUC.02337673,
author = {Roth-McDuffie, Amy and McGinnis, J. Randy and Graeber, Anna O.},
title = {Perceptions of reform-based teaching and learning in a college mathematics class.},
year = {2000},
journal = {Journal of Mathematics Teacher Education},
volume = {3},
number = {3},
issn = {1386-4416},
pages = {225-250},
publisher = {Springer Netherlands, Dordrecht},
doi = {10.1023/A:1009913423074},
abstract = {This study investigated, from the students', professor's, and researchers' perspectives, the effects of a reform-based introductory undergraduate mathematics course, and the efforts of a mathematics professor to teach such a course. The class had been designed for teacher candidates of middle school mathematics and science (Grades 4 to 8) but was open to all qualified students. The authors addressed the following research question: What preceptions about learning and teaching mathemactics emerged through the participants' experiences in a reform-based mathematics course? Results of the analysis of the data suggested that the teacher candidates and the professor took an important first step toward enculturation into a reform-based vision of mathematics learning and teaching. Implications for mathematics faculty and teacher education faculty interested in promoting reform-based mathematics are presented.},
msc2010 = {C29xx},
identifier = {2001a.00114},
}