語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Experiencing the Activity of Teachin...
~
Farren, Vanessa Rosemary.
FindBook
Google Book
Amazon
博客來
Experiencing the Activity of Teaching "At-Risk" College Mathematics Students: Perspectives of Two College Teachers.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Experiencing the Activity of Teaching "At-Risk" College Mathematics Students: Perspectives of Two College Teachers./
作者:
Farren, Vanessa Rosemary.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:
231 p.
附註:
Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
Contained By:
Dissertations Abstracts International80-06A.
標題:
Mathematics education. -
電子資源:
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.
LDR
:03623nmm a2200337 4500
001
2210223
005
20191121113048.5
008
201008s2018 ||||||||||||||||| ||eng d
020
$a
9780438680586
035
$a
(MiAaPQ)AAI10845624
035
$a
(MiAaPQ)toronto:17855
035
$a
AAI10845624
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Farren, Vanessa Rosemary.
$3
3437364
245
1 0
$a
Experiencing the Activity of Teaching "At-Risk" College Mathematics Students: Perspectives of Two College Teachers.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2018
300
$a
231 p.
500
$a
Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
500
$a
Publisher info.: Dissertation/Thesis.
500
$a
Advisor: McDougall, Douglas.
502
$a
Thesis (Ph.D.)--University of Toronto (Canada), 2018.
506
$a
This item must not be sold to any third party vendors.
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.
590
$a
School code: 0779.
650
4
$a
Mathematics education.
$3
641129
650
4
$a
Educational evaluation.
$3
526425
650
4
$a
Higher education.
$3
641065
690
$a
0280
690
$a
0443
690
$a
0745
710
2
$a
University of Toronto (Canada).
$b
Curriculum, Teaching and Learning.
$3
2095033
773
0
$t
Dissertations Abstracts International
$g
80-06A.
790
$a
0779
791
$a
Ph.D.
792
$a
2018
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10845624
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9386772
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入