
02337673
j
2001a.00114
RothMcDuffie, Amy
McGinnis, J. Randy
Graeber, Anna O.
Perceptions of reformbased teaching and learning in a college mathematics class.
J. Math. Teach. Educ. 3, No. 3, 225250 (2000).
2000
Springer Netherlands, Dordrecht
EN
C29
doi:10.1023/A:1009913423074
This study investigated, from the students', professor's, and researchers' perspectives, the effects of a reformbased 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 reformbased 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 reformbased vision of mathematics learning and teaching. Implications for mathematics faculty and teacher education faculty interested in promoting reformbased mathematics are presented.