id: 02337673
dt: j
an: 2001a.00114
au: Roth-McDuffie, Amy; McGinnis, J. Randy; Graeber, Anna O.
ti: Perceptions of reform-based teaching and learning in a college mathematics
class.
so: J. Math. Teach. Educ. 3, No. 3, 225-250 (2000).
py: 2000
pu: Springer Netherlands, Dordrecht
la: EN
cc: C29
ut:
ci:
li: doi:10.1023/A:1009913423074
ab: 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.
rv: