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The Instructional Perspectives of Community College Mathematics Faculty

Author : Laurie K. McManus

Publisher :

Page : 212 pages

File Size : 29,87 MB

Release : 2007

Category : Community college teachers

ISBN :

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Book Description

This study investigated the beliefs, feelings, and behaviors of full-time mathematics faculty at community colleges in a Midwestern state. The online questionnaire for this study included the modified Instructional Perspectives Inventory [IPI] (Henschke, 1989; Stanton, 2005). The subscales of the IPI are: (1) Teacher empathy with learners; (2) Teacher trust of learners; (3) Planning and delivery of instruction; (4) Accommodating learner uniqueness; (5) Teacher insensitivity toward learners; (6) Experience-based learning techniques; and, (7) Teacher-centered learning processes. Approximately 23.4% of invited participants responded to the survey, yielding a sample size of 34. Statistical analyses included calculations of mean, standard deviation, and standard error for summative subscale scores and summative overall IPI scores. Using a rankings scale proposed by Stanton (2005) ["Low below average", "below average", "average", "above average", "high above average"], all groups for this study were found to be "average" or "below average" in the application of andragogical / adult education principles. Analyses of Variance (ANOVA's) revealed statistically significant differences for subscales one, two, four, five, and for summative overall IPI scores. Using a reliability rating scale suggested by George and Mallery (as cited in Gliem & Gliem, 2003, p. 87), subscales one through six were interpreted as having "good" or "acceptable" internal consistency. Subscale seven was found to have "questionable" consistency for this population. Recommendations for future research with the IPI include a consideration of the influence of gender, a calculation and interpretation of Cronbach's alpha reliability coefficient and the Spearman-Brown prophecy coefficient, and the inclusion of a qualitative research component.



Basic Skills Mathematics: the Perspectives of Community College Mathematics Instructors Regarding Factors Affecting Student Success

Author : Samia Aguirre

Publisher :

Page : 352 pages

File Size : 28,93 MB

Release : 2013

Category :

ISBN :

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Book Description

Basic skills education is one of the greater challenges facing higher educational institutions in the United States in the 21st century. Each year, students around the United States graduate high school unprepared to handle the demands of higher education. The following qualitative phenomenological study examines basic skills mathematics instructors' perceptions regarding teaching methods, expectations, and attitudes that facilitate the success of basic skills mathematics students at community colleges. Interviews were conducted with seven community college basic skills mathematics instructors who currently teach basic skills mathematics at a Northern California community college. The three research questions were: 1. What are the basic skills mathematics instructors' perceptions regarding the teaching methods that are most useful for facilitating student success in community college basic skills mathematics courses? 2. What are basic skills mathematics instructors' perceptions regarding the impact of teachers' expectations on student success in their basic skills mathematics courses? 3. What are basic skills mathematics instructors' perceptions regarding the impact of teachers' attitudes on student success in their basic skills mathematics courses? Data analysis included text analysis, identifying and coding emerging themes, and interpreting the findings. During the data analysis process, the researcher identified the following emerging themes: tailored classroom instruction, supplemental instruction, innovative instruction, students willing to engage in the learning process, and connecting and building positive rapport with the students. The findings of the study answered the three research questions. In answering research question one, the researcher concluded that the participants perceived that the flexibility they have in using diverse teaching methods allows them to meet the students' needs, enhance the students' receptivity of the subject taught, and create a supportive teaching and learning environment that facilitates students' success. In answering the second research question, the researcher determined that the participants perceived that their high expectations for students to actively engage in the learning process and take charge of their own learning helps the students persist and succeed in any learning environment. In answering the final research question the researcher concluded that participants perceived that their positive attitudes help build positive relationships with the students that include clear communication, trust and mutual respect. This study concludes that there is not one isolated factor that promotes students' learning and success, but rather it is a combination of the participants' teaching methods, expectations, and attitudes that help create a positive nurturing environment conducive to teaching and learning basic skills mathematics.



Community College Mathematics

Author : Brian Cafarella

Publisher : CRC Press

Page : 248 pages

File Size : 45,7 MB

Release : 2022-06-29

Category : Mathematics

ISBN : 1000595706

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Book Description

This book explores the rich history of community college math with a specific focus on gatekeeper math classes. Gatekeeper math classes include courses such as college algebra, introduction to statistics, and all developmental math classes. For community colleges, successful completion of these classes is imperative for student retention. This book presents a decade-by-decade analysis of the history of community college mathematics. The author employs a mix of conceptual, empirical, and quantitative research. The empirical research stems from interviews with 30 community college faculty members from seven community colleges. From the 1970s to the pandemic in the early 2020s, the book explores math curricula as well as trends, initiatives, teaching practices, and mandates that have impacted community college math. The positives and negatives of such trends, initiatives, and mandates are presented along with suggestions on how to apply such knowledge going forward. The author addresses the key questions: How can we build a future model for community college gatekeeper math classes that is both successful and sustainable? Additionally, how can we learn from the past and the present to build such a model? This book will be ideal for students in graduate programs focusing on community college leadership or developmental education leadership as well as all those hoping to improve success rates in community college mathematics programs.



Breaking Barriers

Author : Brian Cafarella

Publisher : CRC Press

Page : 222 pages

File Size : 10,41 MB

Release : 2021-06-30

Category : Mathematics

ISBN : 1000403777

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Book Description

The fact college students often struggle in mathematics is not new. They exhibit a great deal of anxiety, dislike, and overall disinterest. Quantitative data displaying abysmal student success rates are widely available and shared. This book explores the complexity surrounding the issue of student difficulties in community college math. Though much quantitative research focuses on the faculty experiences and perspectives regarding methods and practices, the author puts the focus on students’ experiences. The book presents the results of a study focused on students who struggled in mathematics. Though their experiences varied, they all entered community college with a great deal of disgust and anxiety toward mathematics courses and requirements. These impressions and attitudes create barriers to success. However, all the students eventually succeeded in fulfilling their college-level mathematics requirement. The author presents these students’ experiences prior to entering community college, what led to both success and failure in their math courses, and the common themes leading to success and failure. Through these student responses, the author assists readers in gaining a better understanding of the community college student who struggles in math and how to break students’ community college math barriers to success. TABLE OF CONTENTS Preface 1. Math is a Four-Letter Word 2. The Framework for Developmental and Introductory College-Level Math 3.The Study, Settings, and the Participants 4. Prior Experiences in Math 5. Attempting Math and Community College 6. Navigating the First Developmental Math Course 7. Math Pathways and Completing Developmental Math 8. The End of the Rainbow 9 I Need More Math...Now What? 10. Lessons Learned in the Aftermath Appendix A: Analyzing the Results and Ensuring Accuracy Appendix B: Pre-Algebra and Introduction to Algebra Course Content Appendix C: Stand-Alone Quantway 1 and Statway 1 Course Content Appendix D: Elementary Algebra (all half semester) Content Appendix E: Intermediate Algebra Content Appendix F: Lead Questions for Student Participants Appendix G: Lead Questions for the Lester Community College Faculty Index BIOGRAPHY With 21 years of experience in mathematics education and 17 years as a community college math professor, the author has instructed courses from developmental math through calculus. He has served as Chair of the Developmental Math Department and Assistant Chair of the Mathematics Department at Sinclair College, Dayton, Ohio. He received the Jon and Suanne Roueche Award for Teaching Excellence and the Ohio Magazine Excellence in Education Award. His published research focuses on faculty viewpoints regarding pedagogical practices as well as conceptual research concentrating on developmental math. His article, "Acceleration and Compression in Developmental Math: Faculty Viewpoints," was awarded Article of the Year by the Journal of Developmental Education.



Contemporary Research in Adult and Lifelong Learning of Mathematics

Author : Katherine Safford-Ramus

Publisher : Springer

Page : 305 pages

File Size : 20,15 MB

Release : 2018-08-17

Category : Education

ISBN : 3319965026

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Book Description

This book is a selection of 15 papers developed by participants in ICME 13 held in Hamburg , presenting insights from the latest research on the andragogy of adult and lifelong learning of mathematics. It also investigates open questions, such as numeracy and mathematics skills, social and psychological influences on learning environments, as well as economic and political demands. The chapters offer examples, while at the same time highlighting important directions for further research. The book is divided into four parts: The first section provides an overview on the concept of “numeracy”, and the second focuses on adult students who are learning mathematics; the third part presents a teachers’ focus and the final part covers overarching themes. The book is of interest to classroom teachers, university teacher educators, and professional development providers.



Teaching by Choice

Author : Lynn Barnett

Publisher : Rowman & Littlefield Publishers

Page : 0 pages

File Size : 38,58 MB

Release : 2000

Category : Education

ISBN : 9780871173737

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Book Description

This report is the result of a national conference convened in December 2005 by the American Association of Community Colleges in partnership with the American Mathematical Association of Two-Year Colleges (AMATYC) and supported by the National Science Foundation (NSF). This event, the Teaching by Choice Leadership Summit on Community College Faculty, examined the challenges and opportunities related to recruiting, retaining, and developing exceptional science, technology, engineering, and mathematics (STEM) faculty in community colleges. The recommendations presented here should be useful for college faculty and administrators, business leaders, and policymakers in all sectors concerned about the nation's competitiveness. A list of the Summit participants is included. [Text by Madeline Patton.].



International Perspectives on Mathematics Teacher Education

Author : Denisse Thompson

Publisher :

Page : 252 pages

File Size : 44,96 MB

Release : 2021

Category : Mathematics

ISBN : 9781648026300

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Book Description

"Mathematics teacher education includes the mathematics content teachers need to understand, the ways that pedagogical approaches are developed, the messages about the nature of mathematics teaching and learning, and the interface between tertiary preparation and school contexts. Scholars from Sweden, France, Malawi, Singapore, New Zealand, Brazil, the USA, and Canada provide insights for the mathematics education community's understanding of how teacher educators in different countries structure, develop, and implement their respective mathematics teacher education programs. Several themes emerged across the chapters including: varied approaches to developing culturally responsive pedagogies and/or Indigenous perspectives to ensure equity and diversity for all students; issues and challenges in fostering partnerships and collaborations among various stakeholders, with partnerships involving connections with mathematics classroom teachers, school districts, and/or mathematicians or mathematics departments; strategies for developing mathematics knowledge for teaching, providing insights into messages about what it means to learn mathematics in terms of content and pedagogy; and preparing teachers who have flexibility and resourcefulness. This book will be of interest to those responsible for higher education, including teacher educators, researchers in mathematics teacher education, instructors of graduate courses preparing future teacher educators, as well as policy makers"--



Breaking Barriers

Author : Brian V. Cafarella

Publisher : A K Peters/CRC Press

Page : 0 pages

File Size : 31,49 MB

Release : 2021

Category : Mathematics

ISBN : 9781003175803

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Book Description

The fact college students often struggle in mathematics is not new. They exhibit a great deal of anxiety, dislike, and overall disinterest. Quantitative data displaying abysmal student success rates are widely available and shared. This book explores the complexity surrounding the issue of student difficulties in community college math. Though much quantitative research focuses on the faculty experiences and perspectives regarding methods and practices, the author puts the focus on students' experiences. The book presents the results of a study focused on students who struggled in mathematics. Though their experiences varied, they all entered community college with a great deal of disgust and anxiety toward mathematics courses and requirements. These impressions and attitudes create barriers to success. However, all the students eventually succeeded in fulfilling their college-level mathematics requirement. The author presents these students' experiences prior to entering community college, what led to both success and failure in their math courses, and the common themes leading to success and failure. Through these student responses, the author assists readers in gaining a better understanding of the community college student who struggles in math and how to break students' community college math barriers to success. TABLE OF CONTENTS Preface 1. Math is a Four-Letter Word 2. The Framework for Developmental and Introductory College-Level Math 3.The Study, Settings, and the Participants 4. Prior Experiences in Math 5. Attempting Math and Community College 6. Navigating the First Developmental Math Course 7. Math Pathways and Completing Developmental Math 8. The End of the Rainbow 9 I Need More Math...Now What? 10. Lessons Learned in the Aftermath Appendix A: Analyzing the Results and Ensuring Accuracy Appendix B: Pre-Algebra and Introduction to Algebra Course Content Appendix C: Stand-Alone Quantway 1 and Statway 1 Course Content Appendix D: Elementary Algebra (all half semester) Content Appendix E: Intermediate Algebra Content Appendix F: Lead Questions for Student Participants Appendix G: Lead Questions for the Lester Community College Faculty Index BIOGRAPHY With 21 years of experience in mathematics education and 17 years as a community college math professor, the author has instructed courses from developmental math through calculus. He has served as Chair of the Developmental Math Department and Assistant Chair of the Mathematics Department at Sinclair College, Dayton, Ohio. He received the Jon and Suanne Roueche Award for Teaching Excellence and the Ohio Magazine Excellence in Education Award. His published research focuses on faculty viewpoints regarding pedagogical practices as well as conceptual research concentrating on developmental math. His article, "Acceleration and Compression in Developmental Math: Faculty Viewpoints," was awarded Article of the Year by the Journal of Developmental Education.



Making the Connection

Author : Marilyn Paula Carlson

Publisher : MAA

Page : 340 pages

File Size : 24,66 MB

Release : 2008

Category : Mathematics

ISBN : 9780883851838

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Book Description

The chapters in this volume convey insights from mathematics education research that have direct implications for anyone interested in improving teaching and learning in undergraduate mathematics. This synthesis of research on learning and teaching mathematics provides relevant information for any math department or individual faculty member who is working to improve introductory proof courses, the longitudinal coherence of precalculus through differential equations, students' mathematical thinking and problem-solving abilities, and students' understanding of fundamental ideas such as variable and rate of change. Other chapters include information about programs that have been successful in supporting students' continued study of mathematics. The authors provide many examples and ideas to help the reader infuse the knowledge from mathematics education research into mathematics teaching practice. University mathematicians and community college faculty spend much of their time engaged in work to improve their teaching. Frequently, they are left to their own experiences and informal conversations with colleagues to develop new approaches to support student learning and their continuation in mathematics. Over the past 30 years, research in undergraduate mathematics education has produced knowledge about the development of mathematical understandings and models for supporting students' mathematical learning. Currently, very little of this knowledge is affecting teaching practice. We hope that this volume will open a meaningful dialogue between researchers and practitioners toward the goal of realizing improvements in undergraduate mathematics curriculum and instruction.



New Directions in Two-Year College Mathematics

Author : Donald J. Albers

Publisher : Springer Science & Business Media

Page : 498 pages

File Size : 28,83 MB

Release : 2012-12-06

Category : Mathematics

ISBN : 1461251168

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Book Description

by Donald J. Albers ix INTRODUCTION In July of 1984 the first national conference on mathematics education in two-year colleges was held at Menlo College. The conference was funded by the Alfred P. Sloan Foundation. Two-year colleges account for more than one-third of all undergraduate enrollments in mathematics, and more than one-half of all college freshmen are enrolled in two-year colleges. These two facts alone suggest the importance of mathematics education in two-year colleges, particularly to secondary schools, four-year colleges, and universities. For a variety of reasons, four-year colleges and universities are relatively unaware of two-year colleges. Arthur Cohen, who was a participant at the "New Directions" conference warns: "Four-year colleges and universities ignore two-year colleges at their own peril." Ross Taylor, another conference participant, encouraged two-year college faculty to be ever mindful of their main source of students--secondary schools- and to work hard to strengthen their ties with them. There are many other reasons why it was important to examine two-year college mathematics from a national perspective: 1. Over the last quarter century, rio other sector of higher education has grown so rapidly as have two-year colleges. Their enrollments tripled in the 60's, doubled in the 70's, and continue to increase rapidly in the 80's. x 2. Twenty-five years ago, two-year colleges accounted for only one-seventh of all undergraduate mathematics enrollments; today the fraction is more than one-third.