Relevant bibliographies by topics / Math Instructors

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Math Instructors'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Math Instructors"

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Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6 (January 10, 2018): 6. http://dx.doi.org/10.17161/ili.v6i0.7026.

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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.
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Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6, no. 1 (January 10, 2018): 6–12. http://dx.doi.org/10.17161/ili.v6i1.7026.

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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.
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Menz, Petra, and Veselin Jungic. "A University Math Help Centre as a Support Framework for Students, the Instructor, the Course, and the Department." Journal of University Teaching and Learning Practice 12, no. 1 (January 1, 2015): 88–106. http://dx.doi.org/10.53761/1.12.1.7.

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Among many challenges a math department at a post-secondary institution will most likely be faced with the optimization problem of how best to offer out-of-lecture learning support to several thousand firstand second-year university students enrolled in large math service courses within given spatial, scheduling, financial, technological, and manpower resource constraints, and at the same time ease the administrative work of the instructor. This article describes how math workshops, essentially math help centres, are set up in the Department of Mathematics at Simon Fraser University so that they provide the administrative and learning support structure for the students, the instructor, the course, and the department. The roles and responsibilities of the workshop coordinator, instructors, teaching assistants, and students are outlined along with a discussion of the challenges and benefits of this support framework.
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Mean, Jessica. "Peer Motivation: Getting Through Math Together." Journal of Humanistic Mathematics 11, no. 1 (January 2021): 113–35. http://dx.doi.org/10.5642/jhummath.202101.08.

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Students have a complex relationship with mathematics. Some love it, but more often than not, the feelings are less favorable. These feelings can lead to decreased motivation which makes it difficult for students to engage with the subject as the semester progresses. Instructors also have difficulty addressing this waning motivation. In this paper, we claim peers are better able to connect with the students and this can be leveraged to better motivate students. We present an approach to having peers motivate their students. These peer interactions integrated with a mandatory mathematics course might improve students’ motivation.
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Macgregor, S. Kim, Jonathan Z. Shapiro, and Richard Niemiec. "Effects of a Computer-Augmented Learning Environment on Math Achievement for Students with Differing Cognitive Style." Journal of Educational Computing Research 4, no. 4 (November 1988): 453–65. http://dx.doi.org/10.2190/nbld-3eb6-4w47-yvgb.

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The relationship between cognitive style and success in a computer-augmented learning environment was investigated. Fifty-nine students enrolled in a developmental education course in algebra were assigned to one of two instructors and one of two treatment conditions (computer-augmented instruction or traditional instruction). Student cognitive style (field-independence-dependence) was determined by performance on the Group Embedded Figures Test. Significant variables identified from a stepwise regression included main effects for prior achievement, cognitive style, and instructor. In addition, a significant treatment by cognitive style interaction was found. Field-dependent students exhibited greater math achievement in a computer-augmented environment, whereas students with indiscriminate cognitive style demonstrated greater achievement in a traditional learning environment. The results supported the hypothesis that learning environments differentially effect students with dissimilar cognitive style characteristics.
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Orlov, George, Douglas McKee, Irene R. Foster, Daria Bottan, and Stephanie R. Thomas. "Identifying Students at Risk Using a New Math Skills Assessment." AEA Papers and Proceedings 111 (May 1, 2021): 97–101. http://dx.doi.org/10.1257/pandp.20211044.

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Math skills are critical for success in economics courses. However, instructors often lack information about the level and extent of their students' underpreparedness in mathematics. In this paper, we describe the development of two new assessments of math skills relevant for introductory and intermediate economics courses. The assessments may be used early in the semester to evaluate students and identify those with weak math skills. With data from introductory and intermediate microeconomics courses, we employ two different methodologies, a simple threshold analysis and a more sophisticated LASSO logit approach, to illustrate how our assessments identify students at risk of underperforming.
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Andrews, Sarah E., Christopher Runyon, and Melissa L. Aikens. "The Math–Biology Values Instrument: Development of a Tool to Measure Life Science Majors’ Task Values of Using Math in the Context of Biology." CBE—Life Sciences Education 16, no. 3 (September 2017): ar45. http://dx.doi.org/10.1187/cbe.17-03-0043.

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In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students’ personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math–Biology Values Instrument (MBVI), an 11-item college-level self-­report instrument grounded in expectancy-value theory, to measure life science students’ interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student’s value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math–biology values and understand how math–biology values are related to students’ achievement and decisions to pursue more advanced quantitative-based courses.
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Jackson, Carol D., and R. Jon Leffingwell. "The Role of Instructors in Creating Math Anxiety in Students from Kindergarten through College." Mathematics Teacher 92, no. 7 (October 1999): 583–86. http://dx.doi.org/10.5951/mt.92.7.0583.

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I just don't like math.” How often have students uttered these anxiety-based words? The primary purpose of this research was to investigate the types of instructor behavior that created or exacerbated anxiety. In addition, the authors wanted to determine the grade levels (K—college) in which mathematics anxiety first occurred in these students. In this article, the term instructor includes anyone who teaches at any level, kindergarten through college.
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Graham, Andrew. "Field-tested Learning Assessment Guide for Science, Technology, Engineering, and Math Instructors (STEM)." Physics Teacher 40, no. 9 (December 2002): 559. http://dx.doi.org/10.1119/1.1534828.

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Ward, Carol, Sachiko Jepson, Kacey Jones, and Richard Littlebear. "Making Math Count: Tribal College Leadership in Education Reform on the Northern Cheyenne Reservation." American Indian Culture and Research Journal 38, no. 3 (January 1, 2014): 107–34. http://dx.doi.org/10.17953/aicr.38.3.xg78874811842n73.

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Recently, Chief Dull Knife College, the tribal college of the Northern Cheyenne Nation, took new actions to assert sovereignty in relation to reservation schooling. This case study presents an account of these actions, which illustrates the kind of resistance that Hall and Fenelon suggest is possible in tribal college settings. Specifically, as a result of math curriculum reform at the Chief Dull Knife College, student success in math increased. Moreover, unintended consequences include that Northern Cheyenne student identities have been strengthened; college instructors use more culturally relevant strategies; and the tribal college has assumed a new leadership role in improving local schooling.
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Dissertations / Theses on the topic "Math Instructors"

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Blanch, Monica Jane. "The Role of Parents as Formal Math Instructors of Prekindergarten Children." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/2629.

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This study was designed to explore the relationship between maternal attitudes about math, mothers' attitudes about their prekindergarten child's math abilities, mother-child math interactions, and prekindergarten children's math achievement. Using a Vygotskian framework, an intervention was developed. An intervention group of 18 mother-child dyads from Hyrum, Utah, area and a comparison group of 17 mother-child dyads from the Weston, Idaho, area were invited to participate in this research project. Measures included the Early Mathematics Concepts (EMC) assessment, the School Readiness Composite (SRC) of the Bracken Basic Concepts Scale-Revised (BBCS-R), My Attitudes Scale (MAS), and My Attitudes About My Child's Abilities Scale (MAAMCAS). Research hypotheses predicted that the intervention group would score higher on the EMC and each of the EMC's four focus areas at the posttest. Results did not support these hypotheses. Research hypotheses also predicted that the intervention group would have a larger difference in MAS and MAAMCAS scores from pretest to posttest and .that MAS and MAAMCAS scores would predict EMC scores. Neither of these hypotheses was supported. The final research hypothesis predicted a relationship between EMC focus area scores and mathrelated subscales of the BBCS- R. The strongest relationship appeared to be between the EMC number focus and the BBCS-R number subscale. The results were interpreted in accordance with current research and possible limitations of the present study.
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Greene, Sunny. "Community College Basic Skills Math Instructors" Experiences With Universal Design for Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2353.

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Multiple approaches have been used in U.S. community colleges to address the learning needs of postsecondary students who are underprepared in basic skills math. The purpose of this exploratory interview study was to gain a deeper understanding of community college basic skills math learning through instructors' lived experiences using the Universal Design for Learning (UDL) approach and its technology tool, a computerized pen. The conceptual framework for this study used Knowles's adult learning and Kolb's experiential learning theories with UDL principles. The central research questions investigated the professional development and teaching experiences of community college basic skills math instructors in their basic skills math curriculum in the California Community College system using a Smartpen. Interviews were conducted with 4 instructors, 2 of whom also participated in the 2011-2012 community college pilot project of the approach. The analysis consisted of coding and theme development in relation to the experiential learning process and the instructors' andragogy practices. This study identified 4 themes for use in understanding the instructors' experiences teaching with a Smartpen: instructor preparation, technology use and savvy, student needs, and instructor flexibility/adaptability. The study findings are of interest to community college basic math skills instructors, who can use these findings to inform their teaching preparation and teaching approaches, improving pedagogy and helping their students successfully complete their math courses.
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Gregory, Karen M. "When Every Teacher is a Language Teacher| A Case Study of High School Math and Science Instructors? Use of Multimodal Accommodations with ELs." Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620220.

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This case study investigated the multimodal accommodations that content teachers make in order to dually support linguistic and conceptual development for English language learning students. Data from digitally recorded classroom observations, teacher interviews, student work, and questionnaires were collected from the participating math and science teachers. The data were analyzed from the theoretical framework of an ecological -semiotic perspective of language teaching and learning (van Lier, 2004), and is theoretically tied to communication accommodation theory and multimodal communication theory as well. Findings suggest that (1) the inclusion of ELs into mainstream math and content classes encourages teacher to use more multimodal strategies; (2) teachers use multimodal accommodations to converge with their students' language proficiencies, in an effort to make content more comprehensible, accessible, and engaging; (3) multimodal tutoring is a form of interactional scaffolding, which works to support meaning, but that needs to be diminished over time; (4) multimodal accommodations do not work in isolation, but are instead used in combination to support student semiosis; and, (5) multimodal accommodation serves to mediate math and science content material, but "emergence," or language production, needs to be supported by content teachers as well. Implications can be made from this study in both theory and practice. Details and context are added to both multimodal communication theory and communication accommodation theory, as the two are merged in this study to create opportunities for student semiosis. In practice, this study suggests that content teachers will need training in methods and theory of second language acquisition to support the content-based language learning that occurs in mainstream classes that include ELs.  

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Chapko, Nancy. "An investigation of the beliefs of MATC South Campus software instructors concerning flexible format classes." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004chapkon.pdf.

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Bakan, Atilla, and Yavuz Baz. "A Design of Computer Aided Instructions (CAI) For Undirected Graphs In The Discrete Math Tutorial (DMT)." Thesis, Monterey, California. Naval Postgraduate School, 1990. http://hdl.handle.net/10945/30630.

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Approved for public release, distribution is unlimited
The objective of this thesis research is :o create a tutorial for teaching aspects of "undirected graphs" in discrete math. It is one of the submodules of the Discrete Math Tutorial (DMT), which is a Computer Aided Instructional (CAI) tool for teaching discrete math to the Naval Academy and the Westpoint Military Academy students. In order to accomplish the objective, an exploration of various conventional CAI techniques is necessary to determine which methods are readily adaptable for use with the PCs. Many of the design issues normally associated with the development of CAI packages are exasperated by the current physical limitations of the PC-based systems. With proper design and appropriate trade-offs, however, effective CAI packages for the PC s are possible. The software designed for this thesis is only an example of the possibilities made available by the PCs.
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Bakan, Atilla Bas Yavuz. "A design of Computer Aided Instructions (CAI) for undirected graphs in the Discrete Math Tutorial (DMT) /." Monterey, California : Naval Postgraduate School, 2009. http://handle.dtic.mil/100.2/ADA239997.

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Thesis (M.S. in Computer Science)--Naval Postgraduate School, June 1990.
Thesis Advisor(s): Hefner, Kim ; Shing, Mantak. "June 1990." Description based on signature page on October 16, 2009. DTIC Descriptor(s): Computer aided design, computer programs, education, graphs, instructions, limitations, mathematics, military personnel, physical properties, students, theses, United States military academy, United States naval academy DTIC Indicator(s): Computer aided instruction, Computer programs, Graphs, Theses. Author(s) subject terms: Computer aided instructions, tutorial, undirected graphs, Discrete Math Tutorial (DMT). Includes bibliographical references. Also available online.
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Korslund, Stephanie L. "Does Practice Match Perception? An Examination of Instructors’ Espousal and Enactment of CALL in the Second Language Classroom." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1447947739.

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Gardner, Mary Catherine. "Changing math anxiety and attitudes with the use of graphics calculators for college intermediate algebra classes : differences by gender, age of student and experience of instructor." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036817.

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Graphics calculators have become an integral part of many introductory college mathematics courses. There has been little research to show the effects of introducing technology, along with an emphasis on the interrelationships of the numeric, symbolic, graphical, and verbal forms of functions, for courses that are traditionally considered pre-college mathematics. The major purpose of this study was to determine if changes in mathematics anxiety and attitudes occurred in Intermediate Algebra classes and to determine whether these changes were dependent on age, gender of student, and experience of instructor. The relationship between beginning levels of math anxiety and successful completion of the class were also examined.All sections of Intermediate Algebra taught at Grand Valley State University during the Winter semester of 1995 participated in the study. The first week of class, 479 students completed the initial survey. The final week of class, 264 of those students completed the survey again. In addition to gender and age of student, the survey instrumentcontained questions from seven of the Fennema-Sherman Mathematics Attitudes Scales. Each scale contained 12 questions, answered on a five point Likert type scale. High scores on the questionnaire indicated a positive attitude. Students in four sections were asked open ended questions every other week. At the end of the semester, instructors were given a questionnaire to determine their perceptions of how student's attitudes and anxieties changed.MANOVA for repeated measures using SPSS was used to perform the analyses with respect to age, gender, and teacher experience, over time. Faculty responses indicated they thought attitudes and levels of math anxiety improved over the semester. Although most groups did show some improvement, no significant change occurred. The only statistically significant differences detected were in math anxiety by gender and a combination of math anxiety and attitude by age. Females had higher levels of math anxiety (N = 166, initial M = 29.96, final M = 30.80) than males (N =.98, initial M = 33.87, final M = 34.79)and while older students appeared more math anxious, they also reflected a more positive attitude about mathematics.
Department of Educational Leadership
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Cavalcante, José Luiz. "Resolução de problemas e formação docente: saberes e vivências no Curso de Pedagogia." Universidade Estadual da Paraíba, 2011. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1780.

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Made available in DSpace on 2015-09-25T12:19:39Z (GMT). No. of bitstreams: 1 Jose Luiz Cavalcante 1.pdf: 1977580 bytes, checksum: 4b240e05a5388540d045a90974a50253 (MD5) Previous issue date: 2011-11-11
This research had as main objective the analysis possibilities and limits of resolution of problems, from a sequence of activities of teaching that take into account the reality of students' formative and functional demands of a course of initial teacher early years of elementary school. The survey reflects recommendations of research in mathematics education as Curi (2004) and sought to examine possible contributions of Solving Problems for teacher training on the multi-purpose content knowledge and pedagogical knowledge, with the primary reference Shulman (1986). It was also taken into account, the identification of possible beliefs and attitudes of the subjects in math and second Callejo Vila (2007). Problem solving in our research is understood as teaching methodology towards Onuchic (1999) and Van de Walle (2009). Used for qualitative data collection and analysis the concept of educational research as Lankshear and Knobel (2008). Were planned and executed interventions in two distinct classes of the pedagogy course, the fundamental disciplines of mathematics, the first on a pilot basis and the second as the final proposal. During the final intervention compose the collection of data from 04 (four) where the 09 episodes (nine) subjects of the research work with Troubleshooting. Data analysis shows significant contributions to problem solving knowledge of the contents, where the subjects are taken to change the meaning of concepts and deepen knowledge as suggested by Shulman (1986). Concerning the pedagogical knowledge that when we see the Troubleshooting is proposed with the use of teaching resources specific discussions of this kind of knowledge are enhanced. In relation to beliefs and attitudes observed in the behavior of subjects positive changes in relation to mathematical knowledge and problem-solving activity, pointing to future studies exploring these changes and metacognitive contributions to future teachers provided by the training process. As a product of research is presented a CD-ROM containing all the proposed activities and issues.
A presente pesquisa teve como objetivo central analisar possibilidades e limites da Resolução de Problemas, a partir de uma sequência de atividades de ensino de matemática que levasse em consideração a realidade dos alunos e as demandas formativas e funcionais de um curso de formação inicial de professores dos anos iniciais do Ensino Fundamental. A pesquisa reflete recomendações de pesquisas em Educação Matemática como Curi (2004) e buscou analisar possíveis contribuições da Resolução de Problemas para formação dos professores polivalentes acerca do conhecimento do conteúdo e do conhecimento pedagógico, tendo como principal referencial Shulman (1986). Foi levada em consideração também, a identificação de possíveis crenças e atitudes dos sujeitos em relação à matemática segundo Vila e Callejo (2007). A Resolução de Problemas em nossa pesquisa é entendida como metodologia de ensino no sentido de Onuchic (1999) e Van de Walle (2009). De natureza qualitativa utilizamos para coleta e análise de dados o conceito de pesquisa pedagógica conforme Lankshear e Knobel (2008). Foram planejadas e executadas duas intervenções em turmas distintas do curso de pedagogia, na disciplina Fundamentos da Matemática, a primeira em caráter piloto e a segunda como proposta final. Durante a intervenção final compomos a partir da coleta de dados 04 (quatro) episódios onde os 09 (nove) sujeitos da pesquisa trabalham com Resolução de Problemas. Análise de dados nos mostra significativas contribuições da Resolução de Problemas para o conhecimento do conteúdo, onde os sujeitos são levados a resignificar conceitos e aprofundar conhecimentos conforme sugere Shulman (1986). Referente ao conhecimento pedagógico percebemos que quando a Resolução de Problemas é proposta com uso de recursos didáticos concretos, as discussões sobre este tipo de conhecimento são potencializadas. Em relação às crenças e atitudes observamos no comportamento dos sujeitos mudanças positivas em relação ao conhecimento matemático e a atividade de resolução de problemas, apontando como estudos futuros a exploração dessas mudanças e contribuições metacognitivas aos futuros professores propiciadas pelo processo de formação. Como produto de pesquisa é apresentado um CD-ROM contendo todas as atividades e problemas propostos.
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Hilyard, Gail Young. "Importance of trust for developmental mathematics instructors in Massachusetts community colleges: A study of its connections to math anxiety and motivation." 2013. https://scholarworks.umass.edu/dissertations/AAI3603099.

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This research study examined the importance of trust between instructor and students learning developmental mathematics in classrooms at 15 community colleges across Massachusetts. The study involved gathering new data using focus groups, field notes, surveys, and follow-up interviews with instructors and departmental chairs. Qualitative analysis was used to find emergent themes and connections to math anxiety and motivation. The study identified seven salient qualities of trust: respect, safe environment for students, belief in student's ability, care for student, competence of instructor, building over time, and destruction by betrayal. Instructors reported that increased classroom participation and student connection to instructor were factors that indicated trust was established. They also suggested teaching strategies to build trust: encouragement, mindful pedagogy, humanistic instruction, enabling student-to-student respect, situated applications, flexibility with assessments, and ensuring success. The causal impact of math anxiety was acknowledged: negative past experiences can block learning; lack of trust breeds hatred; fear and prejudice are barriers to learning; lack of trust can cause math anxiety; and trust lowers math anxiety and allows improved achievement. Instructors reported a "wall" as a metaphor that students use to describe their difficulties learning mathematics. Finally, the study recommends strategies for instructors to use to improve motivation for students learning mathematics: help establish a learning community, encourage self- efficacy, affirm students' questions, nudge students toward understanding, be a cheerleader, and utilize math support services.
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Books on the topic "Math Instructors"

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Gerver, Julianne, editor of compilation, ed. Writing math research papers: A guide for high school students and instructors. Charlotte, NC: Information Age Publishing, Inc., 2014.

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Duff, Scott A. The M14 owner's guide and match conditioning instructions. Edited by Miller, John M., C.W.O. Export, PA: S.A. Duff Publications, 1996.

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LLC, Learning Express. Instructors GD Math Success. Learning Express (NY), 2000.

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LLC, Learning Express. Instructors GD Practical Math. Learning Express (NY), 2000.

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CO, STOKES PUB. Instructors Overhead Calculator for Business Math. Pearson US Imports & PHIPEs, 1996.

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Math. Math for Machine Technology/Instructors Guide. 3rd ed. Delmar Pub, 1990.

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Math for Machine Technology/Instructors Guide. yemen: bdf, 2011.

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Salzman and Miller. Instructors Edition to Math for Business 5e. 5th ed. Longman, 1994.

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Practical Problems in Math-Machinist (Instructors Guide). Delmar Pub, 1986.

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Writing Math Research Papers: A Guide for Students and Instructors. 2nd ed. Key Curriculum, 2007.

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Book chapters on the topic "Math Instructors"

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Leimbach, Judy, Kathy Leimbach, and Mary Lou Johnson. "Information for the Instructor." In Math Extension Units, 5. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236481-1.

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Draze, Dianne. "Information for the Instructor." In Math-a-Logic, 3. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236566-1.

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Leimbach, Judy, and Elisa Ahlin. "Information for the Instructor." In Enrichment Units in Math, 3–4. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235019-1.

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Draze, Dianne, and Elisa Ahlin. "Instructions for Teachers." In Enrichment Units in Math Book 3, 3–4. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235033-1.

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Draze, Dianne, Judy Leimbach, and Elisa Ahlin. "Instructions for Teachers." In Enrichment Units in Math BOOK 2 Grades 4-6, 3–4. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235026-1.

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Scott, Robert. "Math Instructors’ Critical Reflections on Teaching in Prison." In Mathematical Outreach, 211–32. World Scientific, 2019. http://dx.doi.org/10.1142/9789811210617_0009.

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Jordan, Katrina Woolsey. "Communicating with Students in Online Environments." In Increasing Productivity and Efficiency in Online Teaching, 120–36. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0347-7.ch007.

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The purpose of this chapter is to outline technological tools and techniques instructors can use in order to be successful in their communications with students in virtual environments thus increasing instructor productivity and efficiency as well as student success. Instructors must communicate effectively in the following areas: assignments and due dates; inactivity, missing assignments, and/or failing grades; and feedback to guide learning. The instructor must also be willing to communicate in creative ways by using various technological tools including apps and social media. Online tools and techniques covered include: discussion boards; online charts; assignments; presentations; spreadsheets, math engines, and other calculation software.
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Rucks-Ahidiana, Zawadi. "Navigating the Lack of Face Time." In Cases on Critical and Qualitative Perspectives in Online Higher Education, 98–116. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5051-0.ch006.

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The online classroom provides instructors with the ultimate challenge of replicating a face-to-face setting without having actual face time. Both new and experienced online instructors struggle with limited communication and personal connections in the online classroom. Teaching online is missing the visual cues of confused facial expressions and raised hands to signal the need for elaboration or clarification. Additionally, instructors rarely meet their online students or get to know who they are as individuals. In attempting to navigate the differences caused by this lack of personal contact, online instructors take on expanded and new responsibilities, including orienting students to online learning, communicating with students, monitoring student progress, creating community, managing the online course, and providing feedback. This chapter explores the unique challenge of teaching online and how online instructors address their responsibilities with these challenges in mind. Drawing on in-depth qualitative interviews with 23 online instructors from two community colleges, the analysis described below includes insight from instructors from disciplines ranging from Math and Chemistry to English and Humanities with a range of experience in online instruction including first semester online instructors and 10 year veterans.
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Chitanana, Lockias. "Designing and Delivering Online Professional Development Courses for Online Educators." In Handbook of Research on Virtual Training and Mentoring of Online Instructors, 424–51. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch020.

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This chapter is based on a study that examined the International Education and Resource Network Science Technology and Math (iEARN-STM) online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the interactions among the participants in the course. The participants were 28 educators, who were working in different educational institutions in different countries throughout the world. The purpose of the study was to identify the constructivist learning principles that were behind the success of the course. The results of the study show that the constructivist approach to course design and delivery provides a powerful structure for creating learning environments conducive to the development of professional skills among educators. The results provide online professional development course designers with insights on how to plan and deliver a successful course.
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Solo, Ashu M. G., and Madan M. Gupta. "Fuzzy Logic Theory and Applications in Uncertainty Management of Linguistic Evaluations for Students." In Cases on Technologies in Education From Classroom 2.0 to Society 5.0, 243–66. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-6878-1.ch013.

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Fuzzy logic can deal with information arising from perception and cognition that is uncertain, imprecise, vague, partially true, or without sharp boundaries. Fuzzy logic can be used for assigning linguistic grades and for decision making and data mining with those linguistic grades by teachers, instructors, and professors. Many aspects of fuzzy logic including fuzzy sets, linguistic variables, fuzzy rules, fuzzy math, fuzzy database queries, computational theory of perceptions, and computing with words are useful in uncertainty management of linguistic evaluations for students. This chapter provides many examples of this after describing the theory of fuzzy logic.
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Conference papers on the topic "Math Instructors"

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High, Karen, Juliana Utley, and Julie Angle. "The effect of university research experiences on middle level math and science instructors perceptions." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462481.

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Al Hashlamoun, Nafeth. "ANALYSING THE TEACHING EXPERIENCES OF INSTRUCTORS USING ITUNESU WHEN TEACHING FOUNDATION MATH 020 CLASSES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2289.

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Zhou, Peng, Xiuling Wang, Ulises Morales, and Xiaoli Yang. "Integration of Virtual Reality and CFD Techniques for Thermal Fluid Education." In ASME 2017 Heat Transfer Summer Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/ht2017-4793.

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Engineering courses such as thermodynamics, fluid mechanics and heat transfer always involve many abstract math, physics concepts and equations — which are difficult to teach and understand. As fundamental courses in engineering programs, they are sometimes taught in big class size — where students may not receive adequate attention and assistance from instructors. To improve the teaching and learning efficiency, we proposed to develop virtual reality based interactive modules for learning computational fluid dynamics. In this paper, case-study learning module is demonstrated for conduction heat transfer. The programming languages of C# and Unity3D were used for the software development. Computational fluid dynamics simulation results obtained from ANSYS/FLUENT were incorporated in the program. The program has the integrated modules of mobility, interactivity, and controllability for the 3D modeling and simulations. Each module was developed separately for facilitating the program management, extension, and upgrades in the future. The developed interactive programs, incorporating rich, interactive, and engaging learning contexts, will help students gain and apply knowledge to solve real-world problems in mechanical engineering.
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Wasfy, Tamer M. "LEA: Software System for Multimedia and Virtual-Reality Web-Based Education and Training." In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99292.

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LEA (Learning Environments Agent) is a web-based software system for advanced multimedia and virtual-reality education and training. LEA consists of three fully integrated components: (1) unstructured knowledge-base engine for lecture delivery; (2) structured hierarchical process knowledge-base engine for step-by-step process training; and (3) hierarchical rule-based expert system for natural-language understanding. In addition, LEA interfaces with components which provide the following capabilities: 3D near photo-realistic interactive virtual environments; 2D animated multimedia; near-natural synthesized text-to-speech, speech recognition, near-photorealistic animated virtual humans to act as instructors and assistants; and socket-based network communication. LEA provides the following education and training functions: multimedia lecture delivery; virtual-reality based step-by-step process training; and testing capability. LEA can deliver compelling multimedia lectures and content in science fields (such as engineering, physics, math, and chemistry) that include synchronized: animated 2D and 3D graphics, speech, and written/highlighted text. In addition, it can be used to deliver step-by-step process training in a compelling near-photorealistic 3D virtual environment. In this paper the LEA system is presented along with typical educational and training applications.
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Hamade, R. F. "Studying Your Students as They Learn: A Case Study of CAD Education." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10195.

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Having observed mechanical engineering seniors at the American University of Beirut (AUB) go about learning computer-aided design (CAD) in a formal setting, the instructors always wondered why some students acquire CAD skills with relative ease while some others seem to struggle. For this reason, a methodical study was launched in order to address this issue. Hence, and in order to “study the students as they learn” was accomplished by following 74 mechanical engineering seniors (it took three academic years including AY 2008–09 in order to have access to this relatively large number of trainees) as they went through a semester-long formal training on a commercial computer-aided design (CAD) package (Pro/Engineer, version Wildfire). The study methodically explored the trainees’: (1) technical background, (2) behavioral attributes (willingness-to-learn), and their (3) learning preferences. Investigating the technical background included quantifying the trainees’ relevant technical competencies specifically: basic math foundation, advanced math foundation, CAD-related mathematical foundation, computer science and engineering foundation, methodologies related to CAD, graphics foundation, and mechanical design foundation. Determining the trainees’ behavioral attributes included exploring their initial attitude towards learning of CAD, perception and imagination, and gauging their actual behavior (practice and CAD skills learned) throughout the training. Trainees’ learning styles were determined according to the index of learning styles, ILS [1]. Furthermore, and in order to assess the trainees’ progress in CAD knowledge acquisition, competency tests were conducted at four intervals throughout the semester-long study (2, 4, 7, and 12 weeks). The assessment involved hands-on building of CAD test parts of comparable complexity. At the conclusion of the study, statistical methods were used to correlate the trainees’ attributes with their monitored performance. Only a fraction (17 out of a class of 74 trainees or about one in four) of the trainees were found to fit the “star CAD trainee” mold which was defined in this study as someone who is fast on the tube as well as perceptive enough to be see through the procedure of building progressively more sophisticated CAD models. A profile of this “star CAD trainee” character emerges as an individual who is technically competent and perceptive, with personal drive and positive attitude, and who possesses active, sensor, sequential and visualizing learning styles.
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Shepard, Thomas G., Christopher Haas, and Rajagopala Menon. "Open-Ended Curiosity-Driven Fluids Lab Project." In ASME 2017 Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/fedsm2017-69211.

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The lab component of a fluid mechanics course permits a great opportunity for students to engage with course material. These labs can take many forms including field trips, guided inquiry exercises, formulaic lab exercises, practical/hands-on skill development, CFD and design-build-test projects to name a few. Previous literature on self-determination theory suggests that many positive results can be gained by giving students a choice in their studies. Related literature on the importance of curiosity in students suggests similar benefits. This paper describes a multi-week lab experience where students were given the opportunity to study anything remotely related to fluid mechanics with very few restrictions on implementation. The project goals were proposed by a student, or a team of two students, and then refined with the assistance of the course instructor to ensure proper scope. Pre-project surveys were used to gage the importance students place on studying material which is of personal interest and to determine how other parts of the undergraduate curriculum match up with student interest. Post-project surveys were used to gather input on the student experience of completing the curiosity project. This paper details the results from the various assessments and discusses feedback from the course instructor, lab instructors and students relating to project implementation, opportunities for improvement and some of the advantages of such a lab experience.
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Morra, Carlos, Joao M. P. Cardoso, and Jurgen Becker. "Using Rewriting Logic to Match Patterns of Instructions from a Compiler Intermediate Form to Coarse-Grained Processing Elements." In 2007 IEEE International Parallel and Distributed Processing Symposium. IEEE, 2007. http://dx.doi.org/10.1109/ipdps.2007.370369.

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