Conference paper Open Access

DILEMMAS EXPERIENCED IN LECTURING UNDERGRADUATE CALCULUS

Sinéad Breen; Ann O'Shea


MARC21 XML Export

<?xml version='1.0' encoding='UTF-8'?>
<record xmlns="http://www.loc.gov/MARC21/slim">
  <leader>00000nam##2200000uu#4500</leader>
  <datafield tag="999" ind1="C" ind2="5">
    <subfield code="x">Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373-397.</subfield>
  </datafield>
  <datafield tag="999" ind1="C" ind2="5">
    <subfield code="x">Breen, S., McCluskey, A., Meehan, M., O'Donovan, J., &amp; O'Shea, A. (2014). A year of engaging with the discipline of noticing: Five mathematics lecturers' reflections. Teaching in Higher Education, 19(3), 289-300.</subfield>
  </datafield>
  <datafield tag="999" ind1="C" ind2="5">
    <subfield code="x">Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice, Harvard Educational Review, 55(2), 178-194.</subfield>
  </datafield>
  <datafield tag="999" ind1="C" ind2="5">
    <subfield code="x">Mason, J. H. (2002a). Mathematics teaching practice: Guide for university and college lecturers. Elsevier.</subfield>
  </datafield>
  <datafield tag="999" ind1="C" ind2="5">
    <subfield code="x">Mason, J. (2002b). Researching your own practice: The discipline of noticing. London: Routledge Farmer.</subfield>
  </datafield>
  <datafield tag="999" ind1="C" ind2="5">
    <subfield code="x">O'Shea, A., Breen, S., &amp; Meehan, M. (2018). Decision points in mathematics lectures. Innovations in Education and Teaching International, 55(6), 650-659.</subfield>
  </datafield>
  <datafield tag="999" ind1="C" ind2="5">
    <subfield code="x">Scager, K., Akkerman, S. F., Pilot, A., &amp; Wubbels, T. (2017). Teacher dilemmas in challenging students in higher education. Teaching in Higher Education, 22(3), 318-335.</subfield>
  </datafield>
  <datafield tag="999" ind1="C" ind2="5">
    <subfield code="x">Schoenfeld, A. H. (2008). On modeling teachers' in-the-moment decision-making. A study of teaching: multiple lenses, multiple views, 45-96.</subfield>
  </datafield>
  <datafield tag="999" ind1="C" ind2="5">
    <subfield code="x">Speer, N. M., &amp; Wagner, J. F. (2009). Knowledge needed by a teacher to provide analytic scaffolding during undergraduate mathematics classroom discussions. Journal for Research in Mathematics Education, 530-562.</subfield>
  </datafield>
  <datafield tag="999" ind1="C" ind2="5">
    <subfield code="x">Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237-246.</subfield>
  </datafield>
  <datafield tag="999" ind1="C" ind2="5">
    <subfield code="x">Tripp, D. (1993). Critical incidents in teaching (classic edition): Developing professional judgement. London: Routledge.</subfield>
  </datafield>
  <datafield tag="999" ind1="C" ind2="5">
    <subfield code="x">Williams, S. R., &amp; Baxter, J. A. (1996). Dilemmas of discourse-oriented teaching in one middle school mathematics classroom. The Elementary School Journal, 97(1), 21-38.</subfield>
  </datafield>
  <datafield tag="999" ind1="C" ind2="5">
    <subfield code="x">Yoon, C., Kensington-Miller, B., Sneddon, J., &amp; Bartholomew, H. (2011). It's not the done thing: Social norms governing students' passive behaviour in undergraduate mathematics lectures. International Journal of Mathematical Education in Science and Technology, 42(8), 1107-1122.</subfield>
  </datafield>
  <controlfield tag="005">20200120150622.0</controlfield>
  <controlfield tag="001">3539054</controlfield>
  <datafield tag="700" ind1=" " ind2=" ">
    <subfield code="u">Maynooth University, Ireland</subfield>
    <subfield code="a">Ann O'Shea</subfield>
  </datafield>
  <datafield tag="856" ind1="4" ind2=" ">
    <subfield code="s">264350</subfield>
    <subfield code="z">md5:5a3c8ac09ba6e412ca6e019b21b5d744</subfield>
    <subfield code="u">https://zenodo.org/record/3539054/files/Breen_S.pdf</subfield>
  </datafield>
  <datafield tag="542" ind1=" " ind2=" ">
    <subfield code="l">open</subfield>
  </datafield>
  <datafield tag="260" ind1=" " ind2=" ">
    <subfield code="c">2019-10-11</subfield>
  </datafield>
  <datafield tag="909" ind1="C" ind2="O">
    <subfield code="p">openaire</subfield>
    <subfield code="p">user-mei7</subfield>
    <subfield code="o">oai:zenodo.org:3539054</subfield>
  </datafield>
  <datafield tag="100" ind1=" " ind2=" ">
    <subfield code="u">CASTEL, Dublin City University, Ireland</subfield>
    <subfield code="a">Sinéad Breen</subfield>
  </datafield>
  <datafield tag="245" ind1=" " ind2=" ">
    <subfield code="a">DILEMMAS EXPERIENCED IN LECTURING UNDERGRADUATE CALCULUS</subfield>
  </datafield>
  <datafield tag="980" ind1=" " ind2=" ">
    <subfield code="a">user-mei7</subfield>
  </datafield>
  <datafield tag="540" ind1=" " ind2=" ">
    <subfield code="u">https://creativecommons.org/licenses/by/4.0/legalcode</subfield>
    <subfield code="a">Creative Commons Attribution 4.0 International</subfield>
  </datafield>
  <datafield tag="650" ind1="1" ind2="7">
    <subfield code="a">cc-by</subfield>
    <subfield code="2">opendefinition.org</subfield>
  </datafield>
  <datafield tag="520" ind1=" " ind2=" ">
    <subfield code="a">&lt;p&gt;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 &amp;lsquo;dilemmas&amp;rsquo;. Here we present and discuss the three most common types of dilemma evident from our data: namely, balancing good practice in teaching with students&amp;rsquo; feeling of discomfort; balancing the needs of students with different backgrounds; balancing time constraints and active participation by students.&lt;/p&gt;</subfield>
  </datafield>
  <datafield tag="773" ind1=" " ind2=" ">
    <subfield code="n">doi</subfield>
    <subfield code="i">isVersionOf</subfield>
    <subfield code="a">10.5281/zenodo.3539053</subfield>
  </datafield>
  <datafield tag="773" ind1=" " ind2=" ">
    <subfield code="g">43-50</subfield>
    <subfield code="a">Dublin, Ireland</subfield>
    <subfield code="z">978-1-873769-95-9</subfield>
    <subfield code="t">L. Harbison, &amp; A. Twohill (Eds.), Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland (MEI7)</subfield>
  </datafield>
  <datafield tag="024" ind1=" " ind2=" ">
    <subfield code="a">10.5281/zenodo.3539054</subfield>
    <subfield code="2">doi</subfield>
  </datafield>
  <datafield tag="980" ind1=" " ind2=" ">
    <subfield code="a">publication</subfield>
    <subfield code="b">conferencepaper</subfield>
  </datafield>
</record>
49
17
views
downloads
All versions This version
Views 4949
Downloads 1717
Data volume 4.5 MB4.5 MB
Unique views 3838
Unique downloads 1717

Share

Cite as