Literaturnachweis - Detailanzeige
| Autor/in | Solis, Julio Hector |
|---|---|
| Titel | A Mixed Method Approach to Explore Lecturers' Pedagogical and Content Knowledge, Students' Perspectives and Learning Experiences in Mathematics for Social Science Course |
| Quelle | (2023), (177 Seiten)
PDF als Volltext Ph.D. Dissertation, The University of Texas at El Paso |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3796-9782-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Pedagogical Content Knowledge; Student Attitudes; Learning Experience; Mathematics Education; Social Sciences; College Faculty |
| Abstract | Research indicates that institutions and teachers' pedagogical and content knowledge are essential to student learning and achievement. Nevertheless, teachers' knowledge and practices have been researched primarily in K-12th grades. Therefore, there is a gap in understanding teaching practices in higher education. Moreover, research has forgotten about exploring math classes for non-STEM majors. With this in mind, this research investigates how students perceive math professors' pedagogical and content knowledge and their effect on students' learning experiences in the context of mathematics for social science classes. To achieve this, this study takes a mixed-methods approach in its use of an observation protocol, a survey, interviews, and the framework of mathematics teacher specialized knowledge (MTSK) by Carillo-Yanez et al. (2018) as a guide to understanding mathematics lecturers/professors' knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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