Characterizing Aspects of Reform Enacted in Calculus I Lessons

Autor/inn/en	Mesa, Vilma; White, Nina J.
Titel	Characterizing Aspects of Reform Enacted in Calculus I Lessons
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 10, S.2754-2773 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1903109
Schlagwörter	Calculus; Educational Change; Teaching Methods; Mathematics Instruction; National Surveys; Problem Solving; Lesson Plans; College Mathematics; Case Studies; Mathematics Teachers; College Faculty; Institutional Characteristics; Undergraduate Students; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Problemlösen; Lesson planning; Unterrichtsplanung; Case study; Fallstudie; Case Study; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	We investigate aspects of reform enacted in 66 class observations from 18 institutions collected as part of the National Study of University Calculus in the US. We examined four aspects related to how problems were solved in class: the extent of student involvement, the representations and technology used, and specific features of the problems solved. As a whole, we observed low enactment of reform-oriented practices in these lessons, with more variation within rather than across institutions. We describe lessons that illustrate different ways in which reform aspects were enacted and suggest some implications for further studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01