Now showing items 1-4 of 4
A perturbed system: How tenured faculty responded to the COVID-19 shift to remote instruction
(American Chemical Society, 2020-08-13)
This study investigates six university professors’ reflections on the shift to remote instruction during the Spring 2020 semester in response to the COVID-19 global pandemic. The rapid shift in instructional platform ...
Conceptual metaphors for isomorphism and homomorphism: Instructors’ descriptions for themselves and when teaching
Group isomorphism and homomorphism are topics central to abstract algebra, yet research on instructors’ views of these concepts is limited. Based on interviews from two instructors as well as classroom video from eight ...
How mathematicians assign homework problems in abstract algebra courses
While many aspects of the teaching and learning of advanced mathematics have been explored, the role, construction, and values of homework have been virtually ignored. This report draws on task-based interviews with six ...
Mathematicians’ beliefs, instruction, and students’ beliefs: how related are they?
(Taylor & Francis, 2021-11-29)
It is generally accepted that teachers’ beliefs impact their instructional choices, but characterizations of that relationship are limited in college settings. Furthermore, examinations of instructor beliefs, instruction, ...