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Experiencing the Activity of Teachin...

Farren, Vanessa Rosemary.

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Experiencing the Activity of Teaching "At-Risk" College Mathematics Students: Perspectives of Two College Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Experiencing the Activity of Teaching "At-Risk" College Mathematics Students: Perspectives of Two College Teachers./
Author:	Farren, Vanessa Rosemary.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	231 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
Contained By:	Dissertations Abstracts International80-06A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10845624
ISBN:	9780438680586

Experiencing the Activity of Teaching "At-Risk" College Mathematics Students: Perspectives of Two College Teachers.
Farren, Vanessa Rosemary.

Experiencing the Activity of Teaching "At-Risk" College Mathematics Students: Perspectives of Two College Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 231 p.

Source: Dissertations Abstracts International, Volume: 80-06, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2018.

This item must not be sold to any third party vendors.

This study investigates how two mathematics instructors experience the activity of teaching 'at-risk' learners in preparatory college courses. This study was borne out of the need to understand and articulate how to engage and teach the 'at-risk' college mathematics learner. This study employs qualitative methods to describe, analyze and compare the instruction of 'at-risk' college mathematics learners. The two case studies reveal the similarities and differences in experiencing instruction that arise when teaching 'at-risk' college mathematics learners. Specifically, this study examined three areas with respect to teacher experience and understanding of: (a) teaching strategies; (b) non-cognitive/affective issues; and, (c) open and responsive learning environments. There are eight major findings that were influential in the participants negotiation of teaching 'at-risk' college mathematics students as it related to the above areas: (1) Conferences are a good way to provide individual attention to 'at-risk' college mathematics students; (2) Both individualized or lecture style delivery methods could be used; (3) College instructors of 'at-risk' mathematics students believe that they could create positive attitudes about mathematics by using humour, using praise, being caring, being patient, engaging in personal life stories, recognizing confusion and frustration in their students and being sensitive to outside pressures experienced by students; (4) The positive learning environment created by the College instructors of 'at-risk' mathematics students lead to self-regulation by the student. Providing conferences for personal attention, providing individualized educational plans and providing constant teacher feedback kept students focused on their end goals; (5) College instructors of 'at-risk' mathematics students believe that the emotional state of their students is important to their overall learning and that more could be done to access emotional support for students; (6) College instructors of 'at-risk' mathematics students used minimal technology and did not believe that the use of technology would enhance their instruction; (7) College instructors of 'at-risk' mathematics students were mindful and responsive to the individual differences among their students; and (8) By encouraging students to articulate their lack of understanding, instructors were able to identify areas of individual needs and assist their 'at-risk' students.

ISBN: 9780438680586Subjects--Topical Terms:

641129
Mathematics education.

Experiencing the Activity of Teaching "At-Risk" College Mathematics Students: Perspectives of Two College Teachers.
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520 $a This study investigates how two mathematics instructors experience the activity of teaching 'at-risk' learners in preparatory college courses. This study was borne out of the need to understand and articulate how to engage and teach the 'at-risk' college mathematics learner. This study employs qualitative methods to describe, analyze and compare the instruction of 'at-risk' college mathematics learners. The two case studies reveal the similarities and differences in experiencing instruction that arise when teaching 'at-risk' college mathematics learners. Specifically, this study examined three areas with respect to teacher experience and understanding of: (a) teaching strategies; (b) non-cognitive/affective issues; and, (c) open and responsive learning environments. There are eight major findings that were influential in the participants negotiation of teaching 'at-risk' college mathematics students as it related to the above areas: (1) Conferences are a good way to provide individual attention to 'at-risk' college mathematics students; (2) Both individualized or lecture style delivery methods could be used; (3) College instructors of 'at-risk' mathematics students believe that they could create positive attitudes about mathematics by using humour, using praise, being caring, being patient, engaging in personal life stories, recognizing confusion and frustration in their students and being sensitive to outside pressures experienced by students; (4) The positive learning environment created by the College instructors of 'at-risk' mathematics students lead to self-regulation by the student. Providing conferences for personal attention, providing individualized educational plans and providing constant teacher feedback kept students focused on their end goals; (5) College instructors of 'at-risk' mathematics students believe that the emotional state of their students is important to their overall learning and that more could be done to access emotional support for students; (6) College instructors of 'at-risk' mathematics students used minimal technology and did not believe that the use of technology would enhance their instruction; (7) College instructors of 'at-risk' mathematics students were mindful and responsive to the individual differences among their students; and (8) By encouraging students to articulate their lack of understanding, instructors were able to identify areas of individual needs and assist their 'at-risk' students.
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