Features of Successful Calculus Programs at Five Doctoral Degree Granting Institutions [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Rasmussen, Chris; Ellis, Jessica; Zazkis, Dov; Bressoud, David
Titel	Features of Successful Calculus Programs at Five Doctoral Degree Granting Institutions [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Calculus; Doctoral Degrees; College Mathematics; STEM Education; Teacher Attitudes; Administrator Attitudes; Student Attitudes; College Students; Coordinators; Data Collection; Data Analysis; Teaching Assistants; Active Learning; Difficulty Level; Tutoring; Student Placement + Suchen Sie Ihr Suchwort? Mathematische Bildung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Doctoral degree; Doktorgrad; STEM; Lehrerverhalten; Schülerverhalten; Collegestudent; Koordinator; Data capture; Datensammlung; Auswertung; Aktives Lernen; Schwierigkeitsgrad; Förderkonzept; Nachhilfeunterricht; Schülerpraktikum
Abstract	We present findings from case study analyses at five exemplary calculus programs at US institutions that offer a doctoral degree in mathematics. Understanding the features that characterize exemplary calculus programs at doctoral degree granting institutions is particularly important because the vast majority of STEM graduates come from such institutions. Analysis of over 95 hours of interviews with faculty, administrators and students reveals seven different programmatic and structural features that are common across the five institutions. A community of practice and a social-academic integrations perspective are used to illuminate why and how these seven features contribute to successful calculus programs. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01