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Good Teaching of Calculus I
dc.contributor.authorMesa, Vilma
dc.contributor.authorBurn, Helen
dc.contributor.authorWhite, NIna
dc.date.accessioned2017-04-05T17:23:30Z
dc.date.available2017-04-05T17:23:30Z
dc.date.issued2015
dc.identifier.citationMesa, V., Burn, H., & White, N. J. (2015). Good Teaching of Calculus I. In D. M. Bressoud, V. Mesa, & C. L. Rasmussen (Eds.), Insights and recommendations from the MAA National Study of College Calculus (pp. 83-91). Washington, DC.en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/136219
dc.description.abstractthe analysis of student survey data in the Characteristics of Successful Programs in College Calculus revealed that student responses to questions about instructor characteristics factored into three clusters: Good Teaching, Technology, and Ambitious Pedagogy. Of these three, only Good Teaching had a positive effect on the change in students’ attitudes towards mathematics (a composite of three outcomes: mathematics confidence, enjoyment, and persistence). In this chapter, we further analyze the data collected in the study to understand better what the construct Good Teaching mean.en_US
dc.description.sponsorshipNational Science Foundationen_US
dc.description.sponsorshipMathematical Association of Americaen_US
dc.language.isoen_USen_US
dc.publisherMathematical Association of Americaen_US
dc.subjectCalculus I, National Study of Calculus, Teachingen_US
dc.titleGood Teaching of Calculus Ien_US
dc.typeBook Chapteren_US
dc.subject.hlbsecondlevelEducation
dc.subject.hlbtoplevelSocial Sciences
dc.contributor.affiliationumSchool of Educationen_US
dc.contributor.affiliationumMathematicsen_US
dc.contributor.affiliationotherHighline Collegeen_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/136219/1/CSPCC-Chapter7_GoodTeaching_MesaBurnWhite_2015.pdf
dc.identifier.sourceInsights and recommendations from the MAA National Study of College Calculusen_US
dc.owningcollnameEducation, School of


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