Sinéad Breen
Ann O'Shea
2019-10-11
<p>We consider a set of accounts written by two university lecturers describing incidents that took place during their first-year Calculus modules. Analysis of these accounts revealed that the lecturers had to make some difficult decisions while teaching. These situations sometimes involved choices between two or more alternatives each of which had disadvantages. We labelled these choices ‘dilemmas’. Here we present and discuss the three most common types of dilemma evident from our data: namely, balancing good practice in teaching with students’ feeling of discomfort; balancing the needs of students with different backgrounds; balancing time constraints and active participation by students.</p>
https://doi.org/10.5281/zenodo.3539054
oai:zenodo.org:3539054
Zenodo
https://zenodo.org/communities/mei7
https://doi.org/10.5281/zenodo.3539053
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
DILEMMAS EXPERIENCED IN LECTURING UNDERGRADUATE CALCULUS
info:eu-repo/semantics/conferencePaper