Thursday | Friday Morning |
Friday Afternoon |
Saturday Morning |
Saturday Afternoon |
Next Session |
Previous Session |
Back to the top |
1:50 – 2:20 pm |
Session 25
– Contributed Reports |
Marquis A |
Lacking confidence and resources despite having value: A
potential explanation for learning goals and instructional tasks used in
undergraduate mathematics courses for prospective secondary teachers Yvonne Lai In
this paper, I report on an interview-based study of 9 mathematicians to
investigate the process of choosing tasks for undergraduate mathematics
courses for prospective secondary teachers. Participants were asked to
prioritize complementary learning goals and tasks for an undergraduate
mathematics course for prospective secondary teachers and to rate their
confidence in their ability to teach with those tasks and goals. While the
mathematicians largely valued task types and goals that mathematics education
researchers have proposed to be beneficial for such courses, the
mathematicians also largely expressed lack of confidence in their ability to
teach with these task types and goals. Expectancy-value theory, in
combination with these findings, is proposed as one account of why, despite
consensus about broad aims of mathematical preparation for secondary
teaching, these aims may be inconsistent with learning opportunities afforded
by actual tasks and goals used. 94 |
Marquis B |
Helping instructors to adopt research-supported techniques:
Lessons from IBL workshops Charles N. Hayward and
Sandra L. Laursen Inquiry-based
learning (IBL) is a research-supported form of active learning in
mathematics. While studies continually show benefits of active learning, it
is difficult to get faculty to adopt these methods. We present results from a
set of intensive, one-week workshops designed to teach university mathematics
instructors to use IBL. We use survey and interview data to explore why these
workshops successfully got many participants (at least 58%) to adopt IBL.
Results are framed through a three-stage theory of instructor change
developed by Paulsen and Feldman (1995). We focus specifically on the first
stage, Ôunfreezing.Õ In this stage, instructors gain the motivation to
change, so these findings may provide the most useful lessons for helping
more instructors to adopt research-supported instructional strategies. One of
the key factors for the high adoption of IBL was portraying it broadly and
inclusively in a variety of contexts, rather than as a highly prescriptive
method. 36 |
Marquis C |
StudentsÕ obstacles and resistance to Riemann sum
interpretations of the definite integral Joseph F. Wagner Students
use a variety of resources to make sense of integration, and interpreting the
definite integral as a sum of infinitesimal products (rooted in the concept
of a Riemann sum) is particularly useful in many physical contexts. This
study of beginning and upper-level undergraduate physics students examines
some obstacles students encounter when trying to make sense of integration,
as well as some discomforts and skepticism some students maintain even after
constructing useful conceptions of the integral. In particular, many students
attempt to explain what integration does by trying to interpret the algebraic
manipulations and computations involved in finding antiderivatives. This
tendency, perhaps arising from their past experience of making sense of
algebraic expressions and equations, suggests a reluctance to use their
understanding of "what a Riemann sum does" to interpret "what
an integral does.Ó 10 |